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Les recherches en psychologie positive suggèrent que certaines pratiques en psychothérapie engendrent des bénéfices cliniques importants, mais il n'est pas toujours clair pour les cliniciens quelles pratiques prioriser ou bien encore comment les intégrer en psychothérapie. Cette recherche vise à identifier et expliquer, pour les cliniciens, certaines pratiques cliniques à intégrer dans la pratique psychothérapeutique. Huit professionnels (incluant : professeurs-chercheurs, psychologues et étudiants au doctorat) se sont réunis durant six rencontres de deux heures afin d'identifier, classifier et décrire comment les résultats de recherches récentes pourraient informer les interventions auprès des clients. Ces conclusions ont subséquemment été spécifiées et bonifiées via une comparaison plus approfondie avec la littérature. Nous décrivons huit pratiques : (1) Évaluer également ce qui va bien chez les clients (2) Favoriser leur motivation autodéterminée ; (3) Mettre en valeur leurs forces et compétences ; (4) Mettre en lumière leur résilience ; (5) Favoriser l'autocompassion et la bienveillance ; (6) Favoriser le soutien et la cohésion sociale, notamment par la gratitude et la compassion ; (7) Favoriser le développement d'une mentalité de croissance ; et (8) Intégrer soi-même les principes qui favorisent le bien-être psychologique. Les cliniciens et leurs clients gagneraient à favoriser ces pratiques en psychothérapie. Research in positive psychology suggests that certain psychotherapy practices yield substantial clinical benefits, but it is not always clear to clinicians which practices to prioritize or how to integrate them into psychotherapy. This research aims to identify and explain, for clinicians, certain clinical practices to be integrated into psychotherapeutic practice. Eight professionals (including: professor-researchers, psychologists, and doctoral students) gathered during six two-hour meetings to identify, classify, and describe how the results of recent research could inform interventions with clients. These conclusions were subsequently specified and developed via a more in-depth comparison with the literature. We describe eight practices: (1) Also assess what is going well with clients (2) Foster their self-determined motivation; (3) Highlight their strengths and skills; (4) Highlight their resilience; (5) Promote self-compassion and loving-kindness; (6) Foster support and social cohesion through gratitude and compassion; (7) Foster the development of a growth mindset; and (8) Integrate, as a therapist, those same principles that promote psychological well-being. Clinicians and their clients would benefit from promoting these practices in psychotherapy. [ABSTRACT FROM AUTHOR]

L'échelle des Sentiments Sur l'École (SSE), traduite et enrichie du Feelings about School (FAS : Valeski & Stipek, 2001), permet de disposer d'un outil d'évaluation efficient et écologique de l'épanouissement du jeune élève en zone francophone. L'échelle se fonde sur la théorie des processus auto-systémiques, soit sur la satisfaction des besoins psychologiques fondamentaux de l'élève : se sentir compétent, autonome et en relation avec autrui. Dans sa version originale, le FAS distingue quatre dimensions du vécu de l'élève : sa relation avec son enseignant (F1), ses compétences en littératie (F2), son appréhension globale de l'école (F3) et ses compétences en mathématiques (F4). Notre validation du SSE auprès de 494 enfants remplit trois objectifs : s'assurer de la fiabilité de notre traduction du FAS, tester sa validité de construit sur une cohorte incluant des individus plus âgés (6 à 11 ans) que lors de validation du FAS et l'enrichir d'une dimension sur le sentiment de compétence à l'égard de la pratique artistique. Une analyse factorielle exploratoire (AFE), une analyse factorielle confirmatoire (AFC) puis une ANOVA ont été conduites. L'AFE a fait apparaître les cinq facteurs attendus (c.-à-d., les facteurs originels du FAS et le facteur additionnel relatif à l'art). L'AFC a permis de confirmer la fiabilité du SSE. L'ANOVA a révélé un score plus faible au SSE chez les élèves plus âgés (c.-à-d., CM2). Prometteur en terme d'applicabilité, cet outil est destiné aux chercheurs ou cliniciens afin d'appréhender les multiples facettes de l'épanouissement de l'enfant scolarisé. The lack of an efficient and ecological tool to assess the development of young students in the French-speaking areas has led to considering the adaptation of Feelings about School (FAS: Valeski & Stipek, 2001) and its enrichment within the French scale of Feelings at School (SSE). This scale is founded on the theory of self-systemic processes, namely on students basic psychological needs' satisfaction: feeling competent, autonomous and in relation. The FAS distinguishes four dimensions of the schoolchild's experience: his relationship with his teacher (F1), his literacy skills (F2), his overall apprehensiveness of school (F3) and his mathematical skills (F4). Our validation of the internal consistency of the SSE with 494 children fulfills three objectives: to ensure the reliability of our translation of the FAS, to test its validity on a cohort including older individuals (6 to 11 years old) in an enriched version, capturing the artistic component. An exploratory factor analysis (EFA), a confirmatory factory analysis (CFA) and an ANOVA were conducted with the collected data. The EFA revealed the five expected factors (i.e., the four original FAS factors and the additional factor on art skills). The CFA then confirmed the reliability of the SSE. The ANOVA revealed a lower score at the SSE for older students (i.e., fifth graders). Promising for applicability, this validated and enriched French tool is intended to be used in scientific research, or in clinical practice, notably by educational psychologists, in order to apprehend the multiple facets of the development of schoolchildren. [ABSTRACT FROM AUTHOR]

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Le programme de recherche Participe 3.0 vise à accompagner huit jeunes adultes autistes dyscommunicants vers un habitat inclusif partagé, par l’introduction d’outils de réalité virtuelle consacrés à la préparation du repas (Fuchs, 2018; Cherix et al., 2019). Il s’agit d’analyser comment, en contexte d’éducation/formation, un environnement immersif 3D peut favoriser l’attention et les interactions pour un public aux percepts langagiers et psychosensoriels caractéristiques (Bogdashina, 2020; Mottron, 2004). Les recherches attestent que les outils numériques peuvent encourager l’engagement dans l'activité, au sens de Leontiev (1975/2022), d’enfants avec autisme (Bourgueil et al., 2015; Mercier et al., 2022). Mais qu’en est-il, lors de l’immersion au sein de capsules de réalité virtuelle, de leur capacité visuoattentionnelle et praxique, inhérente au couplage perception-action? Dans quelle mesure ces technologies immersives pourraient-elles minorer les troubles attentionnels, déficit cognitif fréquemment rapporté, et favoriser l’engagement dans l’activité? Les résultats montrent l’importance d’un scénario pédagogique conçu en démarche collaborative, centré sur l’utilisateur (Guffroy et al., 2017; Bourdon, 2021) pour majorer la participation et l’attention, et étayer les apprentissages d’apprenants dyscommunicants. Ils mettent en lumière la pertinence d’artefacts immersifs, au sein d’un environnement capacitant, pour acquérir une autonomie progressive (Rocque et al., 2001).

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Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin d'Histoire Politique is the property of L'Association Quebecoise d'Histoire Politique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school. [ABSTRACT FROM AUTHOR]

The participation of Indigenous peoples in Canadian democratic institutions (e.g., voting, running for office, being a Member of Parliament) has been at the hearth of a prolonged debate in decolonial literature. Some authors consider these actions to be incompatible with self-determination movements while others encourage them, arguing that participation can benefit movements of self-determination. Discussing the decolonial literature on this topic, this critical essay suggests that the main difference between those who are in favor and those who are against participation stems from a differentiated understanding of what self-determination of indigenous nations means and how it should be carried out. The first category of authors–the "supporters of incompatible self-determination"–establish the settler colonial state as totalizing. It is then impossible to change it from within. Furthermore, non-indigenous and indigenous societies do not share the same systems of values and thoughts. As a result, self-determination movements must focus exclusively on the resurgence of Indigenous societies outside the institutions of the settler colonial state. Consequently, participation cannot be part of the repertoire of actions that can lead to this resurgence, and it can even prevent it. Another category of authors whom we qualify as "supporters of relational self-determination" consider that it is precisely because the settler colonial state is totalizing that Indigenous peoples must consider its effects on indigenous societies. In addition, indigenous and non-indigenous societies, although they have different value systems, are not incompatible: they can influence each other. As a result, participation can be compatible with self-determination movements under certain conditions. [ABSTRACT FROM AUTHOR]

L'objectif de cette étude est d'explorer la motivation dans le contexte sportif en utilisant la théorie de l'autodétermination de Deci et Ryan (1985). En se basant sur cette théorie, nous cherchons à identifier des profils motivationnels distincts parmi des joueurs de football évoluant au Club Talents Meknès (n = 40), plus précisément la catégorie U17.

I cannot walk away": Motivations, self-determination, and farmer entry and retention in Newfoundland's dwindling agricultural sector(s) Results We present the results of our research to show how the need for self-determination influences people's decisions both to enter and to stay in farming by discussing, first, the motivations driving entry to farming in NL, followed by a review of motivations influencing farmers' decisions to remain in or leave farming. The perspectives of these potential farmers would have helped introduce important insights about farmers' initial attraction to farming, and their motivation challenges. Keywords: motivations; farmer entry; farmer retention; self-determination; relève agricole; fidélisation d'agriculteurs; autodétermination EN motivations farmer entry farmer retention self-determination FR relève agricole fidélisation d'agriculteurs autodétermination 485 496 12 09/12/22 20220901 NES 220901 Introduction The paper explores why people choose to enter into farming on the island of Newfoundland, and what motivates them to stay in this sector despite the challenges that have led to an increasing decline in farmers in the province. [Extracted from the article]

Decision-making capacity (decisional competence) as the ability to act rationally is a prerequisite for self-determination and is presumed in adults. In case of justified doubts, a cursory exam and, if necessary, an in-depth evaluation should be carried out. In this article, the concept of decision-making capacity is presented for the clinical practice based on the ten most important legal, ethical, and clinical principles. The criteria for assessing decision-making capacity, the relativity of decision-making capacity in terms of time and subject matter, and a possibly fluctuating decision-making capacity are highlighted. It becomes clear that decision-making incapacity is an attribution based on ethical-normative considerations. It should be noted that the decision of a person with decision-making capacity doesn't necessarily have to be reasonable. Finally, the assessment tool U-Doc is presented to support evaluation. [ABSTRACT FROM AUTHOR]

El "dret a decidir", que es concediria a part de la població d'un estat, no està recollit expressament en les constitucions. Quan s’hi acosten certs conceptes, com ara el dret a l’autodeterminació, la demanda del dret a decidir requereix cada vegada més un fonament separat per evitar els obstacles, tant internacionals com constitucionals, a la secessió unilateral. Tot i que els contorns d’aquest dret continuen sent ambigus, el seu estatus constitucional comença a concretar-se a través de la jurisprudència del Tribunal Constitucional espanyol en particular que, per rebutjar aquest dret en la seva versió extrema (secessió unilateral), en consagra tanmateix la seva existència en una sentència del 2014. Tot i que és lògic que els estats contestin aquest dret des d’un punt de vista estrictament constitucional, no és menys cert que aquesta demanda expressa un desig polític. La dimensió política del conflicte entre l’Estat i l’entitat que reivindica el dret a decidir marca, sens dubte, els límits de la comprensió estrictament constitucional d’aquest dret. No obstant això, el dret constitucional manté un paper d’importància primordial a l’hora de definir les garanties democràtiques que podrien envoltar l’exercici d’aquest dret.

L’émergence grandissante des technologies n’est plus une surprise pour personne. Depuis les dernières années, les chercheurs ont avancé plusieurs hypothèses et présenté autant de résultats sur les retombées avantageuses que procure l’usage des technologies éducatives sur l’apprentissage (Bulfin, Johnson et Bigum, 2015). À cet effet, plusieurs études s’intéressent à l’impact et à l’utilisation efficace de différentes technologies éducatives pour l’ensemble des matières à l’école. Néanmoins, l’éducation physique semble être le mouton noir. De ce fait, très peu d’études expliquent comment, en éducation physique, les technologies éducatives sont utilisées ainsi que l’optimisation des apprentissages qu’elles engendrent (Casey, Goodyear, et Armour, 2016). Pourtant, tout comme les apprenants, les athlètes pourraient également bénéficier des retombées avantageuses de l’utilisation des technologies éducatives afin de développer leurs qualités athlétiques. La présente recherche permet de comprendre comment l’usage de certaines technologies éducatives peut contribuer au développement des qualités athlétiques en tentant de répondre à la question suivante : Comment la ludification, la réalité virtuelle (RV) immersive et l’intelligence artificielle (IA) peuvent-elles contribuer au développement des qualités athlétiques? Afin de répondre à cette question, une analyse de la littérature est d’abord effectuée. Ensuite, un cadre théorique est élaboré. Ce dernier se base sur la création d’une synergie entre deux théories appliquées au contexte sportif et l’exploitation de ces trois stratégies pédagogiques intégrant les technologies éducatives innovantes du 21e siècle pour le développement de qualités athlétiques. Le cadre proposé permet d’envisager l’hybridation de l’enseignement et de l’apprentissage, lié au développement des qualités athlétiques.

Copyright of Canadian Journal of Community Mental Health is the property of Canadian Periodical for Community Studies Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Si la responsabilité culturelle des peuples autochtones envers leurs territoires est millénaire, elle s’incarne aujourd’hui dans la mise en oeuvre d’aires protégées et de conservation autochtones, portées par ceux et celles qui en sont les gardiens et gardiennes. Véritables tremplins vers un contrôle accru du territoire et de son aménagement, ces initiatives se présentent comme des avenues particulièrement prometteuses pour envisager la protection et la transmission d’un patrimoine qui se définit essentiellement comme une manière de vivre et d’être en relation avec le monde. Afin de mieux saisir cette mouvance et l’esprit qui lui est sous-jacent, l’entrevue qui suit a été réalisée auprès de Valérie Courtois, Ilnu de Mashteuiatsh et aujourd’hui directrice de l’Initiative de leadership autochtone. Mettant en lumière son propre cheminement comme femme innue dans le domaine de la foresterie, de la planification territoriale et de la conservation environnementale, ses propos jettent un éclairage nouveau sur le rôle fondamental des savoirs autochtones dans la lutte aux changements climatiques et la protection de la biodiversité.

This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.

This article explores the strategic functions of independence referendums. These referendums are normally framed as popular decisions on statehood over a certain territory. However, I argue that the popular will does not always have the decisory function that plebiscitarian theories suggest. In fact, actual decision referendums are rare; often independence referendums are instead used strategically as a leverage and signalling tactic. The article is structured as follows. First, I propose two key criteria to classify independence referendums regarding actors and timing. Through the application of these criteria, I build a typology proposing four main uses of referendums: leverage, signalling, decision and ratification. Second, I focus on the specific case of leverage referendums. I argue that analyzing the outcomes of leverage referendums can provide some clues about why secessionists still call for these referendums even though they almost never result in internationally recognized statehood. Finally, I conclude by discussing the implications of my findings. [ABSTRACT FROM AUTHOR]

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Social participation and development of self-determination for people with intellectual disabilities are at the heart of several international conventions (UN, 1971, 1975) and ministerial Quebecs policies (MSSS, 2001). The implementation of the educational program CASP-I, A competency-based approach to social participation (Gouvernement du Quebec, 2019) in Quebec represents a change for teachers of students with moderate to severe intellectual disabilities. In this program, self-determination is positioned as an important objective for the development of students' social participation (Algozzine et al., 2001 ; Cobb et al., 2009). However, the appropriation of this concept within schools is still partial (Cho et al., 2011 ; Shogren et al., 2014), which requires to support teachers succeed (Shogren et al., 2015 ; Whemeyer et al., 2013). The article will present the results of seven research interviews conducted with primary school teachers working with students with moderate to severe intellectual disabilities. The analysis of their representations of self-determination highlights the links between their knowledge and their beliefs about it, as well as the teaching practices that they associate with it. Recommendations are made to promote the appropriation of the concept of self-determination within Quebec schools and to support the accompaniment of teachers towards the desired change. [ABSTRACT FROM AUTHOR]

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Oil and gas extraction has transformed Anishinaabe society in ways that undermine the consensual, holistic, and egalitarian basis of natural law. To many Indigenous people, framing fossil fuels and other energy sources as "natural resources" does not accurately define energy projects or capture related risks. Some Anishinaabe pipeline opponents have suggested that traditional harvesting protocols—culturally embedded moral precepts that govern the gathering of food and medicinal plants—also be applied to activities that produce energy. This paper explores how this could be done, focusing on tar sands extraction and the Line 3 expansion plan. I begin by discussing Anishinaabe harvesting protocols, identifying four overlapping key concepts: rights, responsibility, relationality, and reciprocity. These principles are then mapped onto Anishinaabe understandings of oil, hydro, wind, and solar energy. The resulting analysis challenges extractivist narratives of energy production, opening possibilities to rethink the relationship between people and energy as well as the values that inform energy decisions. Key Messages: Colonial extractivism has significantly impacted Anishinaabe governance and ways of living.Harvesting protocols related to principles of rights, responsibility, relationality, and reciprocity can guide the decolonization of energy decision‐making processes.Further research is needed on how humans and nonhumans can collaborate in decision making. [ABSTRACT FROM AUTHOR]

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Au cours du vieillissement, les adultes ayant une déficience intellectuelle (DI) vivent de nombreux changements susceptibles d'influencer leurs possibilités d'exercer leurs activités quotidiennes et leurs rôles sociaux. Une bonne connaissance de leurs points de vue sur le sujet apparaît cruciale pour mieux adapter l'offre de services à leurs besoins. Cette recherche a pour but de mieux comprendre les points de vue des personnes ayant une DI à l'égard de leurs possibilités de participation sociale à travers l'avancée en âge. Des entrevues individuelles et un atelier participatif ont été réalisés avec des adultes âgés de 40 à 75 ans dans la ville de Québec. L'analyse de leurs propos a permis d'identifier leurs points de vue relatifs à trois thèmes, soit leurs capacités, les possibilités d'exercer leur participation sociale et les soutiens reçus. Pour conclure, des recommandations sont proposées afin que les pratiques soutiennent réellement leur participation sociale à travers l'avancée en âge.

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M¥ss Keta est l’ange « aux lunettes de soir » et au visage voilé. Le fait de cacher son identité lui permet de « dire la vérité par rapport aux contraintes de la société contemporaine. Elle est une performer situationniste, une rapper avec une allure punk, une icône pop. M¥ss Keta habite à Milan, et il ne pourrait en être autrement. Il s’agit d’une artiste capable de s’emparer du phallocentrisme de la musique rap pour en bouleverser la dialectique. Ses chansons se caractérisent par un ludisme exacerbé, qui se prête à plusieurs niveaux de lecture. La façon par laquelle elle se présente au public est très ironique et parfois dérangeante. De cette manière, M¥ss pousse son public à mettre en discussion ses points de repère. Les thématiques qu’elle aborde sont très actuelles ; elle parle de liberté sexuelle, de religion, de politique, et d’autodétermination. L’objectif de cet article est de présenter la prise de parole d’une chanteuse contemporaine contre les stéréotypes de genre associés traditionnellement à la femme. L’argumentation que nous proposons se structure autour de deux parcours différents : l’un concerne le concept d’identité, l’autre aborde l’idée d’autodétermination. Cette démarche nous permettra de synthétiser la lutte de l’artiste contre les clichés qui envisagent encore au XXIe siècle la femme comme faisant partie du « sexe-faible ».

Malgré des avancées majeures dans l'approche conceptuelle et fonctionnelle du handicap, certaines inégalités fondamentales subsistent. Les disparités en matière de soins de santé constituent un point d'attention tout particulier pour la recherche et les politiques de santé publique. Dans le contexte de la déficience intellectuelle (DI), ces inégalités persistent et contrastent d'autant plus avec des besoins spécifiques parfois majorés en termes de santé somatique et mentale. En ce sens, le développement et l'amélioration continue des dispositifs de promotion de la santé représentent un axe incontournable. Afin de rencontrer leurs objectifs, il est toutefois indispensable que ces dispositifs puissent proposer des interventions inscrites dans une perspective biopsychosociale, et qui tiennent compte de l'interaction individu–environnement, ainsi que des facteurs d'autodétermination. L'objectif de notre étude est de questionner les recherches en promotion de la santé à destination des adultes avec DI en analysant la façon dont ces variables y sont considérées. Nos résultats indiquent des manques tangibles à chacun des niveaux analysés. Notamment, l'absence d'appropriation du concept de santé globale, une focalisation sur la compétence individuelle au détriment des actions sur l'environnement, et un manque de considération pour les variables volitionnelles sont pointés. Les résultats sont discutés en termes de perspectives pour la recherche et d'intervention. Despite major improvements in the conceptual and functional approach of disability, some fundamental inequities remain. Among them, lacks in health access and health status are of importance both for research and public health policies. Particularly as regards intellectual disability (ID), in which major inequities remain and contrast with specific and sometimes increased somatic and mental health needs. In this context, health promotion initiatives designed for adult with intellectual disabilities should succeed to integrate several variables such as a holistic view of health, the importance of individual–environmental interaction, as well as the concept of self-determination. These variables have indeed been largely documented as key component in the field of ID. The purpose of this study is to analyse the available literature on health promotion for adults with ID as regards the integration of these variables, both in form and content. The results suggest several lacks in the conception of health promotion initiatives; such as an over-focus on individual abilities at the expense of environmental actions, and low consideration for the concept of global health or the volitional dimension of behaviours. Therefore, once more pointing the gap between knowledge and practice in the field of ID. Results are discussed in terms of future direction for research and clinical practice. [ABSTRACT FROM AUTHOR]

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