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Copyright of Revue Phronesis is the property of Phronesis-Editions-Formations 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 Revue Phronesis is the property of Phronesis-Editions-Formations 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 Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) 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 Revue Phronesis is the property of Phronesis-Editions-Formations 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.)

Résumé Objectif Cette étude vise à décrire les différences de genre quant aux données sociodémographiques et aux troubles psychiatriques dans la population des jeunes placés dans le centre éducatif fermé de Valmont (Lausanne), afin d’établir un programme de prise en charge adapté aux besoins des adolescents. Méthode Notre échantillon est composé de 43 adolescents délinquants placés à Valmont. Les participants ont répondu à un entretien structuré investiguant la situation économique et sociodémographique, ainsi que la présence de troubles psychiatriques (« Schedule for Affective Disorders and Schizophrenia for School-Age Children Present and Lifetime version »). Résultats Près de deux tiers des jeunes sont en rupture scolaire. Les filles présentent aussi bien des troubles externalisés qu’internalisés, alors que les garçons présentent plus exclusivement des troubles externalisés. Plus spécifiquement, les filles présentent davantage de trouble de l’anxiété généralisé et de stress post-traumatique que les garçons. Les garçons, quant à eux, présentent une consommation de substances plus problématique. Conclusion Au vu des différences de genre quant aux troubles psychiatriques, un questionnement sur la spécificité des programmes d’intervention est indispensable. Un programme thérapeutique adéquat devrait cibler les besoins caractéristiques des adolescents délinquants, en prenant en considération les différences de genre qui existent concernant l’implication dans la délinquance et les troubles psychiatriques. Objectives In Switzerland, adolescents are responsible for many crimes. In 2014, almost 13,000 juvenile offenders were convicted by the courts (mainly convicted under the Swiss Criminal Code and Narcotics Act Consumption). Although a decrease trend was observed for 2008, these delinquent behaviors remain a concern for public health, politics and educational authorities. In addition to repressive measures, the implementation of an effective and appropriate treatment program appears necessary. Indeed, the admission to an educational center is a “time-window” useful to establish short and specific interventions (rehabilitation programs, psychological treatment and educational measures). In order to propose interventions and appropriate educational measures, it is essential to know the situation of juvenile offenders. The aim of the present study is to describe adolescents admitted in an educational center for youth delinquents. The study highlighted gender-specific differences in sociodemographic data and psychiatric disorders. Methods The sample is composed of 43 delinquent adolescents with 32.6% of girls and 67.4% of boys. During a structured interview, each youth answered about social-economic, and sociodemographic questions. Psychiatric disorders were assessed with the French version of the Schedule for Affective Disorders and Schizophrenia for School-Age Children Present and Lifetime version (K-SAD-PL). Results The results indicated that almost two-third of youths (61%) had dropped out of school. Additionally, results revealed that there are not gender differences in sociodemographic data. Furthermore, whereas girls presented a mix of internalizing and externalizing psychiatric disorders, boys where more exclusively externalizing psychiatric disorders. More specifically, girls showed a significantly higher level of anxiety and posttraumatic stress disorder than boys. Girls showed a higher risk for suicide. In contrast, boys used more illegal substances than girls (mostly cannabis). Overall, in 40% of adolescents, illegal substances use started before the age of 14 years. Conclusion This study highlighted gender differences in psychiatric disorders related to delinquent behaviors. Indeed, girls showed more complex psychiatric disorders than boys. Thus, a therapeutic program should target gender-specific needs of young offenders, focusing on the most relevant aspects of psychiatric disorder such as internalizing problems in girls. [ABSTRACT FROM AUTHOR]

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle 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 Revista Práxis Educativa is the property of Revista Praxis Educativa 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 Enfances, Familles, Generations is the property of Enfances, Familles, Generations 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.)

Les fonctions exécutives (FE) se développent très tôt dans la vie des enfants pour se prolonger jusqu’à l’âge adulte. De nombreuses données soulèvent un lien de plus en plus établi entre les perturbations exécutives et les difficultés scolaires, les troubles du comportement et les habilités pro-sociales. Ces facteurs entraînent certains jeunes dans une situation de rupture scolaire et/ou familiale qui aboutit à un placement sous contrainte afin d’essayer de les stopper dans leur spirale destructrice de comportements dangereux pour leur développement. La neuropsychologie démontre que le contexte de génétique et épigénétique joue un rôle majeur dans la construction cérébrale et dans les empreintes qui façonnent notre réaction aux situations de stress et les réponses automatiques physiologique et psychologique qui en résultent. Les charges de stress accumulées affaiblissent les réponses naturelles du corps au stress et la charge de stress devient chronique et toxique pour le développement cérébral. Cette charge s’accentue avec un placement sous contrainte dans un nouveau contexte de vie. Ce travail est une tentative pour développer des outils afin de diminuer la charge de stress et améliorer leurs fonctions exécutives et les habilités pro-sociales par des enseignements traitant des aptitudes personnelles et comportementales nécessaires pour intégrer un cadre scolaire / professionnelle à l’issue du placement. Ces apprentissages ont pour objectifs de renforcer le réseau cérébral des jeunes en développant leurs compétences pour leur permettre de réintégrer l’école ou une formation professionnelle.

Copyright of Sciences de l'Education pour l'ere Nouvelle is the property of Universite de Caen 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 European Review of Applied Psychology is the property of Elsevier B.V. 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 Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty 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 Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee 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 Paedagogica Historica is the property of Routledge 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.)

Among the wide range of publications about the 13 November 2015 attacks on French soil, four novels, by Rachid Benzine, Dounia Bouzar, Fouad Laroui, and Yasmina Khadra opted to focus on the Jihadist's point of view. Being French writers born in North Africa or of North-African descent, as well as Muslims committed against Islamism, they intend to propose more accurate interpretations of the Jihadist phenomenon. They reject the cultural explanation that draws a continuum between Islam and Jihadism, as well as the (postcolonial) socio-economical one: they focus instead on individual or geopolitical explanations. More interestingly, despite or because three of them are also scholars, they reassess the legitimacy of literature to participate in the socio-political debates, considering it as more politically efficient than scholarly argumentations, especially for younger audiences. Hence, they develop what I call maieutic novels, i.e. didactic novels that avoid the pitfalls of committed literature by making use of an oriented dialogism: the reader disturbingly explores the opposite rationales of jihadi and anti-Islamist worldviews, before experiencing the counter-exemplary path chosen by the Jihadist. [ABSTRACT FROM AUTHOR]

Copyright of Perspectives Psychiatriques is the property of EDP Sciences 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.)