Search

Les lectures partagées constituent une forme particulière de discours adressé aux enfants. Nous inscrivant dans les approches basées sur l’usage, nous défendons l’idée de l’importance de cette pratique dans la construction du langage chez l’enfant et dans la perspective de son entrée dans la littératie. A partir du module « Livres pour enfants » du corpus ESLO, nous observerons l’usage des liaisons au regard des caractéristiques du lecteur, des enfants, des types d’albums lus et d’un ensemble de facteurs internes. Cette étude est exploratoire dans la mesure où la taille de notre corpus nous permet d’observer seulement certains de ces facteurs. Les premières tendances obtenues et les réflexions sur les aspects méthodologiques à creuser constituent un point d’étape important pour de futurs travaux autour de la lecture partagée et de l’usage des liaisons dans le domaine de l’acquisition du langage.

The COVID-19 pandemic globally disrupted education, forcing a shift to remote learning that excludes many learners. This paper examines student perspectives of the changes to their education. In October 2020, students worldwide participated in the Digital Inclusion Challenge, a hackathon-style event hosted by Convergence. Tech, a digital transformation company. Participants described barriers to learning and proposed solutions to increase inclusivity and effectiveness. Using thematic analysis, student-identified barriers and their proposed solutions were coded and explored. Overall, themes of four barriers to digital inclusion in education and themes of six solutions were identified. The findings demonstrate what students value in their education, and what they felt they had lost in the transition to online and remote learning. This research contributes to knowledge on the severe impacts of the loss of in-person learning and explores technological and conceptual innovations ideated by youth. Further, it provides insight into global student experiences in accessing education during the pandemic and offers considerations for future research.

Despite the known impact of exposure to adversity on academic outcomes, the role of adversity, particularly expanded forms of adversity, is overlooked within school discipline. Disproportionate application of exclusionary discipline is known to feed disparate educational and criminal justice pathways, particularly for Black and Indigenous males. The objective of this constructivist grounded theory study was to understand the experiences and needs of students who have been suspended or expelled, to inform practice and policy in education. The following research question was addressed: (1) What situations, supports or experiences have positively or negatively influenced the academic journey of students who have been suspended or expelled? Participants (n = 31) were recruited through suspension and expulsion programs in two school boards in urban and urban emergent areas of Ontario. Fifteen students, aged 14-19, were interviewed, (male, n = 11; Black, n = 10) and 16 multidisciplinary staff. Data were collected through semi-structured interviews and analyzed through constructivist grounded theory methodology. Three interconnected themes, exposure to adversity, connection, and access to resources emerged as influencing students who have been suspended or expelled. Exposure to adversity negatively impacted school success, reinforcing biased perspectives of students, blocking connection, and influencing access to resources throughout students' education, including at the point of discipline. The findings point towards the importance of explicit trauma-informed and culturally aware policy that fosters connection and ensures adequate resources for schools, communities, and students most impacted by expanded forms of adversity.

Abstract Background The most effective way to provide support to caregivers with infants in order to promote good health, social, emotional and developmental outcomes is the subject of numerous debates in the literature. In Canada, each province adopts a different approach which range from universal to targeted programs. Nonetheless, each year a group of vulnerable infants is identified to the child welfare system with concerns about their well-being and safety. This study examines maltreatment-related investigations in Canada involving children under the age of one year to identify which factors determine service provision at the conclusion of the investigation. Methods A secondary analysis of the Canadian Incidence Study of Reported Child Abuse and Neglect CIS-2008 (PHAC, 2010) dataset was conducted. Multivariate analyses were conducted to understand the profile of investigations involving infants (n=1,203) and which predictors were significant in the decision to transfer a case to ongoing services at the conclusion of the investigation. Logistic Regression and Classification and Regression Trees (CART) were conducted to examine the relationship between the outcome and predictors. Results The results suggest that there are three main sources that refer infants to the Canadian child welfare system: hospital, police, and non-professionals. Infant maltreatment-related investigations involve young caregivers who struggle with poverty, single-parenthood, drug/solvent and alcohol abuse, mental health issues, lack of social supports, and intimate partner violence. Across the three referral sources, primary caregiver risk factors are the strongest predictor of the decision to transfer a case to ongoing services. Conclusions Multivariate analyses indicate that the presence of infant concerns does not predict ongoing service provision, except when the infant is identified with positive toxicology at birth. The opportunity for early intervention and the need to tailor interventions for specific caregiver risk factors is discussed.

Objectives: Knowledge gaps exist regarding the effects of experiencing child protective services (CPS) out‐of‐home care (e.g. foster homes) among women with HIV. We examined whether CPS out‐of‐home care was associated with HIV clinical outcome trajectories among women with HIV in a longitudinal cohort study in Ontario, British Columbia, and Quebec, Canada. Methods: At three timepoints across 5 years (2013–2018), we examined self‐reported current antiretroviral therapy (ART) use and viral load (VL) detectability (>50 copies/mL). We used latent class growth analysis (LCGA) to identify trajectories of ART use and VL outcomes across study waves. LCGA identifies subgroups (classes) with similar trajectories within the sample. We assessed whether HIV outcome trajectories could be predicted by CPS history. We then conducted a mediation analysis to test whether a mental health latent construct mediated the association between CPS history and detectable VL. Results: Nearly one‐fifth (n = 272; 19%) of participants (n = 1422; mean age 42.8 years) reported CPS out‐of‐home care. Most participants (89%) were in classes that consistently used ART and had an undetectable VL. Individuals with CPS out‐of‐home care histories were twice as likely to have a consistently detectable VL (β = 0.72, p = 0.02); there were no differences in ART use trajectories. In mediation analyses, we found an indirect path from CPS history to a consistently detectable VL via baseline mental health status (β = 0.02, 95% confidence interval 0.005–0.04, p = 0.02), with a significant odds ratio (1.12, z = 2.43, p = 0.02). Conclusion: Among women with HIV in Canada, experiencing childhood CPS out‐of‐home care was associated with a reduced likelihood of achieving viral suppression, via poorer mental health. [ABSTRACT FROM AUTHOR]

Purpose: This paper compares two iterations (in-person and online) of a multi-stage continuing education program for improving high-risk decision-making among mental health workers. Methods: The mixed-methods study analyzed the following: (1) physiological and psychological arousal during simulated patient interviews; (2) physiological and psychological arousal recorded during real-time decision-making over four months; and (3) thoughts on the process and outcomes of the intervention raised in reflective interviews. Findings: Quantitatively, there were no statistical differences in stress measures between in-person and online simulated interviews or decision-making logs, suggesting they were effective in eliciting reactions commonly found in challenging clinical situations. Qualitatively, participants in both iterations indicated that the intervention caused them to reflect on practice, consider a wider range of factors related to the decisions, and enact approaches to improve decision-making. Conclusions: A carefully constructed online continuing education experience can result in outcomes for experienced social workers that are equivalent to an in-person iteration. [ABSTRACT FROM AUTHOR]

In 2018, the child welfare system in Ontario, Canada, expanded the age of protection to include 16 and 17 year olds for the purpose of mitigating risk of harm for older adolescents. To date, there is little information regarding investigations of older adolescents, particularly in Ontario; this study will address this gap. Data used for this analysis were drawn from the Ontario Incidence Study of Reported Child Abuse and Neglect‐2018. The Ontario Incidence Study of Reported Child Abuse and Neglect‐2018 sample data were weighted to derive an annual incidence estimate of 155 649 maltreatment‐related investigations conducted in Ontario in 2018. Child, caregiver, household, and investigation characteristics were compared across three age groups: children (0–10), younger adolescents (11–15), and older adolescents (16–17). Characteristics and differences in the likelihood of a service response (referral to nonchild welfare services, transfer to ongoing child welfare services, or placement in out‐of‐home care during the investigation) were examined descriptively and using chi‐square automatic interaction detection. Half of investigations involving older adolescents received a service response, and they were more likely to receive a service response when there were concerns about future risk of harm, where there were concerns about the relationship between the adolescent and their caregivers, where internalizing or externalizing symptoms were noted, where caregivers had few social supports, and where the household experienced economic hardship. These findings suggest that older adolescents are being triaged for circumstances that reflect concerns about their vulnerability, including mental health needs, attachment concerns, and caregiver isolation. [ABSTRACT FROM AUTHOR]

Stress experienced during high-risk decision-making may impair performance, but can also be a cue, provoking the move from intuitive and automatic application of expertise to reflective and deliberative approaches. This article reports an exploratory intervention designed to provoke reflection-in-action and, ultimately, to improve practice decision making in experienced clinicians. The intervention combined: classroom-based education on decision-making science, practice-based self-monitoring with the aid of wearable technology, decision-making logs intended to provoke reflection, and opportunities to engage in guided reflection-on-action. The intervention supported recognition and use of physiological cues to moderate action and decision making, and provoked experienced professionals to reconnect with the element of surprise they experienced early in their careers, and to use these moments to improve their practice. [ABSTRACT FROM AUTHOR]