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Статті в журналах з теми "Santé mentale en milieu scolaire":
Allès-Jardel, Monique, and Christiane Ciabrini. "Adaptation scolaire et sociale d’enfants de 6-7 ans en zone d’éducation prioritaire." Articles 26, no. 1 (October 17, 2007): 75–98. http://dx.doi.org/10.7202/032028ar.
Tillou, Lallouna. "Élève, Santé Mentale et Counseling en Milieu Scolaire." مجلة الحكمة للدراسات التربوية و النفسية N.A., no. 9 (June 2017): 327–40. http://dx.doi.org/10.12816/0048313.
Catheline, Nicole. "Prévenir le harcèlement en milieu scolaire : un enjeu de santé mentale." Rhizome N°78, no. 4 (2020): 4. http://dx.doi.org/10.3917/rhiz.078.0004.
Turgeon, Lyse, and Marie-Joëlle Gosselin. "Les programmes préventifs en milieu scolaire auprès des enfants et des adolescents présentant de l’anxiété." Éducation et francophonie 43, no. 2 (January 14, 2016): 30–49. http://dx.doi.org/10.7202/1034484ar.
Mahar, Alyson L., Heidi Cramm, Matthew King, Nathan King, Wendy M. Craig, Frank J. Elgar, and William Pickett. "Étude transversale sur la santé mentale et le bien-être de jeunes de familles liées au milieu militaire." Promotion de la santé et prévention des maladies chroniques au Canada 43, no. 6 (June 2023): 322–31. http://dx.doi.org/10.24095/hpcdp.43.6.03f.
Veugelers, Paul J., Julia Dabravolskaj, Mohammad K. A. Khan, Truc (Trudy) Tran, Jenn Flynn, and Katerina Maximova. "D’une pratique exemplaire à la pratique subséquente : mise en œuvre de l’Approche globale de la santé en milieu scolaire dans les collectivités rurales et éloignées du Nord." Promotion de la santé et prévention des maladies chroniques au Canada 42, no. 8 (August 2022): 388–97. http://dx.doi.org/10.24095/hpcdp.42.8.04f.
Kalubi, Jodi, Teodora Riglea, Robert J. Wellman, Jennifer O’Loughlin, and Katerina Maximova. "Disponibilité des interventions de promotion de la santé dans des écoles secondaires du Québec (Canada) selon le niveau de défavorisation scolaire." Promotion de la santé et prévention des maladies chroniques au Canada 43, no. 7 (July 2023): 356–65. http://dx.doi.org/10.24095/hpcdp.43.7.02f.
VADELL MARTÍNEZ, Julián, and Emily DARLINGTON. "Le rôle des enseignants dans la lutte contre l’homophobie en milieu scolaire." Revue Education, Santé, Sociétés, Vol. 8, No. 2, Volume 8, Numéro 2 (September 16, 2022): 211–28. http://dx.doi.org/10.17184/eac.5982.
Martineau, Marc, Guy Beauchamp, and Diane Marcotte. "Efficacité des interventions en prévention et en promotion de la santé mentale dans les établissements d’enseignement postsecondaire." Santé mentale au Québec 42, no. 1 (June 14, 2017): 165–82. http://dx.doi.org/10.7202/1040249ar.
Brunel, Marie-Lise. "Parler de soi ou écrire sur soi : effets de ces deux procédés sur le concept de soi chez les adolescents." Santé mentale au Québec 11, no. 2 (June 8, 2006): 40–52. http://dx.doi.org/10.7202/030341ar.
Дисертації з теми "Santé mentale en milieu scolaire":
Goldstein, Eveline. "Résilience scolaire et santé mentale des jeunes de France et d'Israël." Toulouse 3, 2008. http://thesesups.ups-tlse.fr/3092/.
In handicapped environments, those who succeed in spite of risk factors are called " school resilients ". What is the part of education and culture or the part of the individual in this success ? Do the parents transmit the desire to get through ? 220 French and 240 israelis aged 13 to 16 were observed. Their success was assessed by an average of school performance and a average of social adaptation. We have observed the interactions between risk factors of adverse environments ans protections factors such as " adequate parental education " and " percieved mental health " by the adolescents. Our results confirm that scool resiliency is the result of multiple interactions between the individual and the environment. The resilient adolescent is affected by his adverse environment (parental and cultural) but he modifies his environment and constitues an active agent of his adaptation. A state of tensions might yield progress. The resiliency is an attitude, in contre reaction to difficulties. This attitude might be stimulated in pupils having difficulties
Konishcheva, Kseniia. "Novel strategies for identifying and addressing mental health and learning disorders in school-age children." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7083.
The prevalence of mental health and learning disorders in school-age children is a growing concern. Yet, a significant delay exists between the onset of symptoms and referral for intervention, contributing to long-term challenges for affected children. The current mental health system is fragmented, with teachers possessing valuable insights into their students' well-being but limited knowledge of mental health, while clinicians often only encounter more severe cases. Inconsistent implementation of existing screening programs in schools, mainly due to resource constraints, suggests the need for more effective solutions. This thesis presents two novel approaches for improvement of mental health and learning outcomes of children and adolescents. The first approach uses data-driven methods, leveraging the Healthy Brain Network dataset which contains item-level responses from over 50 assessments, consensus diagnoses, and cognitive task scores from thousands of children. Using machine learning techniques, item subsets were identified to predict common mental health and learning disability diagnoses. The approach demonstrated promising performance, offering potential utility for both mental health and learning disability detection. Furthermore, our approach provides an easy-to-use starting point for researchers to apply our method to new datasets. The second approach is a framework aimed at improving the mental health and learning outcomes of children by addressing the challenges faced by teachers in heterogeneous classrooms. This framework enables teachers to create tailored teaching strategies based on identified needs of individual students, and when necessary, suggest referral to clinical care. The first step of the framework is an instrument designed to assess each student's well-being and learning profile. FACETS is a 60-item scale built through partnerships with teachers and clinicians. Teacher acceptance and psychometric properties of FACETS are investigated. Preliminary pilot study demonstrated overall acceptance of FACETS among teachers. In conclusion, this thesis presents a framework to bridge the gap in detection and support of mental health and learning disorders in school-age children. Future studies will further validate and refine our tools, offering more timely and effective interventions to improve the well-being and learning outcomes of children in diverse educational settings
Oncioiu, Sinziana. "Le développement de l’intimidation par les pairs entre 6 et 17 ans : trajectoires, antécédents et conséquences en étude longitudinale populationnelle." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0201.
Long considered by many as a rite of passage for school-aged children, peer victimization has become an important public health issue given its prevalence and serious impact on child mental health and well-being. Peer victimization is the experience of being the target of peers’ hostile behaviors intended to inflict physical harm or psychological distress. Across countries and cultures, one in three children reports victimization by peers at some point during their school years. About 5-15% of youth are exposed to chronic peer victimization and are at increased risk of mental health problems, including anxiety, depression and suicidality. To date, universal preventive interventions of peer victimization at the school level have shown significant but modest effects in reducing victimization. However, these interventions generally do not address individual or familial factors that may increase the likelihood of being a target of peers’ hostile behavior. Understanding the role such preexisting vulnerabilities play for subsequent peer victimization experiences may be particularly important during early childhood, a central period for social development and the initiation of peer relationships. Furthermore, the evidence on the development of peer victimization across childhood and adolescence including the association of its timing and intensity with mental health outcomes is scarce. This limits our understanding of the periods in child development that would be most appropriate for early prevention of peer victimization. The objectives of the current thesis were to examine (1) the developmental trajectories of peer victimization from 6 to 17 years of age; and its association with (2) a wide range of early childhood behaviors and socio-environmental factors and (3) mental health comorbidities in young adulthood. We used data from the Quebec Longitudinal study of Child Development, a population-based birth cohort of 2120 children followed-up yearly or every other year from birth to 20 years old. In Study 1, we identified four developmental trajectories of peer victimization. Approximately one-third of children were in the low victimization trajectory. The remaining two-thirds of children were in either the childhood-limited trajectory (26%), in which high early childhood victimization decreased by adolescence; in the moderate adolescence-emerging trajectory (30%), in which victimization was moderate, relatively stable and above normative levels across adolescence; or the high-chronic trajectory (11%), in which victimization was persistently higher compared to peers. Furthermore, we found that early childhood externalizing behaviors and family vulnerabilities (i.e., having a father with a history of antisocial behavior or living in a separated family) were associated with the development of peer victimization. In Study 2, we showed that parents’ choice regarding the age at entry into and the frequency of use of child care services does not have an effect on their offspring’s experiences of peer victimization in the long-term. Finally, in Study 3 we showed that all peer victimization experiences, even those limited to childhood, were associated with mental health comorbidities in young adulthood. However, persistent victimization was associated with complex mental health comorbidity patterns. Taken together, these results suggest that continued prevention of peer victimization could help reduce the burden of severe and complex mental health problems in youth. Moreover, early support and targeted preventive interventions for vulnerable children and their families could help break the cycle of persistent peer victimization
Royer, Alexis. "Approche "École en santé" : analyse d'un milieu scolaire au primaire." Thèse, Université du Québec à Trois-Rivières, 2006. http://depot-e.uqtr.ca/1207/1/000138164.pdf.
Broussouloux, Sandrine. "Evaluation du processus d’implantation d’un dispositif global de promotion de la santé en milieu scolaire, liens avec le climat scolaire et la réussite scolaire." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE1028/document.
ABMA (increased well-being for better learning) is a health promoting school program based on international literature on the concept of health promoting schools. The planning and implementation of the health promotion program ABMA was constructed in the Lyon school board in 19 pilot schools. The program goal is to guide a school to become a health promoting school. The project is within the framework of interventional research. Our study consisted of identifying the enabling and inhibiting factors in the implementation of a health promotion program in the French education system. Evaluation methods are mixed: quantitative, but primarily qualitative. Independent variables correspond to individual characteristics of the school, to academic performance and to school climate. The dependent variables correspond to the level and quality of implementation of the program as well as the support process in the school. The results highlight the importance of the support process and show that the implication of the school board is essential for the long-term success. For schools, the main facilitating factors for global health promotion development are the involvement of the principal, regular communication to the entire educational community, a good initial evaluation of current conditions and individualized support
Lanthier, Riopel Camille. "L’accommodement en milieu de travail québécois des personnes souffrant d’un problème de santé mentale." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40100.
Theodose, Christian. "Les actions d'éducation pour la santé et les enquêtes de santé en milieu scolaire : analyse des difficultés rencontrées." Montpellier 1, 1995. http://www.theses.fr/1995MON11081.
Pelorjas, Pierre. "La prise en charge de "l'expatrié" français en milieu hostile : l'Inde en 1994-1995." Montpellier 1, 1996. http://www.theses.fr/1996MON11111.
Marrimpoey, Philippe. "Epidémiologie de l'asthme en Guyane : enquête en milieu scolaire." Bordeaux 2, 1991. http://www.theses.fr/1991BOR2M057.
Murcia, Marie. "Rôle des facteurs psychosociaux au travail sur les troubles de la santé mentale et leur contribution dans les inégalités sociales de santé mentale." Thesis, Paris 11, 2012. http://www.theses.fr/2012PA11T085/document.
Psychosocial work factors are a public health and occupational health issue and are the object of special prevention policies. However, the etiological role of these factors on mental health need to be developed, particularly studies using diagnostic interviews, rarely used in this context. Moreover, the role of these factors in the explanation of social inequalities in mental health is still unknown. The objectives of this PhD thesis are to study the etiological role of psychosocial work factors on mental disorders, measured using a diagnostic interview, and to evaluate the contribution of these factors to social inequalities in mental health.The data from two surveys were used: Samotrace (regional survey based on 6056 employees) and SIP (national survey based on 7709 workers). The main feature for Samotrace was the use of validated questionnaires to measure psychosocial work factors, and for SIP it was the use of a diagnostic instrument to measure depressive and anxiety disorders. Multivariate analyses were conducted, including logistic regression analysis. Interaction tests and the bootstrap method were also used. All analyses were carried out separately for men and women.Low decision latitude, overcommitment and emotional demands were found to be risk factors for depressive and anxiety disorders, for both genders. Other risk factors were observed according to gender or mental health outcome studied (job insecurity, high psychological demands, ethical conflict, low reward). Few social inequalities in mental health were observed except for self-reported health; manual workers being more likely to report poor health. Occupational factors reduced social inequalities in health by 76% and more, according to gender and occupation studied. Among occupational factors, psychosocial work factors played a substantial role, particularly low decision latitude, and to a lesser extent (according to occupation and gender): low social support, low reward, night work, work-life imbalance, physical violence and bullying.Prevention actions focussing on identified risk factors, including emergent psychosocial work factors, should be considered and a better implementation at workplace would be necessary. Improving knowledge on social inequalities of mental health may lead to adequate preventive actions targeting the most exposed social or occupational groups. As our studies were cross-sectional, our results should be confirmed by forthcoming prospective studies
Книги з теми "Santé mentale en milieu scolaire":
1957-, Théoret Manon, and Comité de gestion de la taxe scolaire de l'Île de Montréal., eds. Analyse de la résilience chez les personnels scolaires oeuvrant en milieux défavorisés: Vers des pistes pour une intervention de soutien. Montréal: Comité de gestion de la taxe scolaire de l'île de Montréal, 2003.
Conseil national de lutte contre le SIDA (Senegal). Santé de reproduction des adolescents en milieu scolaire. Dakar?]: Centre national de lutte contre le SIDA, 2005.
Harvey, Gilles. Faire équipe pour l'éducation à la santé en milieu scolaire. Québec: Presses de l'Université du Québec, 2010.
Institut canadien d'information sur la santé., ed. Services de santé mentale en milieu hospitalier au Canada, 2000-2001. Ottawa, Ont: Institut canadien d'information sur la santé, 2003.
Institut canadien d'information sur la santé., ed. Services de santé mentale en milieu hospitalier au Canada, 2002-2003. Ottawa, Ont: Institut canadien d'information sur la santé, 2005.
Castillo, Filiberto. Le chemin des écoliers: L'éducation à la santé en milieu scolaire. 2nd ed. Bruxelles: De Boeck-Wesmael, 1987.
Baulu, Pierre. L' école et la santé mentale: État de la question de la santé mentale en milieu scolaire. [Québec]: Gouvernement du Québec, Ministère des affaires sociales, 1985.
Dufour, Roger Y. L' image et le corps: Psychothérapie en milieu carcéral. Paris: Editions ESF, 1989.
Institut de psychodynamique du travail du Québec, ed. Espace de réflexion, espace d'action en santé mentale au travail: Enquêtes en psychodynamique du travail au Québec. [Québec]: Presses de l'Université Laval, 2006.
Fournier, Kathia. L' accessibilité au condom en milieu scolaire québécois: Enquête auprès des CLSC et des directions d'écoles secondaires. [Québec]: Gouvernement du Québec, Ministère de la santé et des services sociaux, 1997.
Частини книг з теми "Santé mentale en milieu scolaire":
Allès-Jardel, Monique, and Geneviève Peyre-Reynaud. "Adaptation scolaire et santé mentale d'enfants de 6-8 ans issus d'un milieu tout-venant ou de zep (zones d'éducation prioritaire)." In L'enfant dans le lien social, 273–78. Érès, 2003. http://dx.doi.org/10.3917/eres.zaouc.2003.01.0273.
Jourdan, Didier. "25. Prévention et éducation à la santé en milieu scolaire." In Traité de santé publique, 242. Lavoisier, 2016. http://dx.doi.org/10.3917/lav.bourd.2016.01.0267.
Otis, Joanne, and Johanne Grenier. "L’éducation À La Santé À L’école." In Faire équipe pour l'éducation à la santé en milieu scolaire, 215–51. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.1515/9782760524828-015.
Harvey, Gilles. "POUR UNE APPROCHE GLOBALE À LA SANTÉ EN MILIEU SCOLAIRE." In Faire équipe pour l'éducation à la santé en milieu scolaire, 49–64. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.2307/j.ctv18pgmm5.6.
Harvey, Gilles. "Pour Une Approche Globale À La Santé en Milieu Scolaire." In Faire équipe pour l'éducation à la santé en milieu scolaire, 49–64. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.1515/9782760524828-004.
LÈBE, Rose-Marie. "L’ÉDUCATION À LA SANTÉ ET L’ÉCOLE QUÉBÉCOISE." In Faire équipe pour l'éducation à la santé en milieu scolaire, 5–24. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.2307/j.ctv18pgmm5.4.
Lèbe, Rose-Marie. "L’éducation À la Santé et L’école Québécoise." In Faire équipe pour l'éducation à la santé en milieu scolaire, 5–23. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.1515/9782760524828-002.
MÉRINI, Corinne. "L’ÉDUCATION À LA SANTÉ À L’ÉCOLE ÉLÉMENTAIRE EN FRANCE." In Faire équipe pour l'éducation à la santé en milieu scolaire, 65–86. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.2307/j.ctv18pgmm5.7.
Mérini, Corinne. "L’éducation À la santé à l’école élémentaire en France." In Faire équipe pour l'éducation à la santé en milieu scolaire, 65–86. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.1515/9782760524828-005.
DUCHARME, Monique. "COMMENT FAIRE ÉQUIPE POUR L’ÉDUCATION À LA SANTÉ EN MILIEU SCOLAIRE ?" In Faire équipe pour l'éducation à la santé en milieu scolaire, 135–44. Presses de l'Université du Québec, 2009. http://dx.doi.org/10.2307/j.ctv18pgmm5.11.
Тези доповідей конференцій з теми "Santé mentale en milieu scolaire":
Lancelevée, Camille. "Hommes dangereux, femmes vulnérables ? Stéréotypes de genre et santé mentale en milieu carcéral." In Genre et monde carcéral. Perspectives éthiques et politiques. MSH Paris-Saclay Éditions, 2020. http://dx.doi.org/10.52983/txpy1305.