Numerous studies had explored wide-ranging effects of childhood adversity. Yet, there is no known study that explores the impact of non-parental relationships (NPR) formed during the participation in out-of-school youth activities (OSYA), and future orientation (FO) on academic resiliency (AR) among people with adverse childhood experiences (ACEs). This study moved away from the deficit perspective and focused on the strengths of individuals rather than weaknesses. The study examined the impact of protective factors of OSYA, NPR, and FO using the Michael Ungar’s (2011) Socio-Ecological Model of Resiliency to better understand their role on AR among university students with ACEs. A quantitative approach, quasi-experimental design explored the research questions using only a single subject group, one-time post-test paper/web-based questionnaire (Creswell & Creswell, 2014). The following four hypotheses were conducted: Student-Staff Relationships formed in Out of School Youth Activities (NPR-OSYA) will positively correlate with FO; NPR-OSYA will differ between the No ACEs and Yes ACEs groups; FO will differ between No ACEs and Yes ACEs groups; NPR-OSYP and FO will predict higher AR among the Yes ACEs group. Results illustrated the complexity of the role of protective factors on AR among university students with ACEs. In conclusion, understanding the narratives of NPR-OSYP can help educators and counselor implement strategies to improve interaction and foster resilience among students who are struggling academically.

Il y a consensus qu’approximativement la moitié des différences individuelles liées à l’agression physique sont héritées. Cependant, les premières manifestations comportementales et sociales de cette propension génétique demeurent inconnues. Cette étude vise à tester l’hypothèse selon laquelle, les scores polygéniques liés à l’agression (SPGAG) et au trouble du déficit de l’attention/hyperactivité (TDAH; SPGTDAH), tous deux ayant précédemment été associés à l’agression physique à l’âge scolaire, se manifesteraient d’abord par des comportements externalisés et des expériences adverses à la petite enfance. Les données génétiques de 718 participants (44,6 % garçons) de l’Étude longitudinale du développement des enfants du Québec (ELDEQ) ont été utilisées pour estimer les SPGs. L’agression physique à l’âge scolaire a été rapportée à six reprises entre 6 et 13 ans par des enseignants indépendants. Les mères ont rapporté les comportements externalisés (agression physique, hyperactivité, opposition) et les expériences adverses (difficultés avec les pairs, pratiques parentales hostiles et coercitives) à trois occasions entre l’âge de 3½ et 5 ans. Les résultats indiquent que ces deux SPGs prédisent l’agression physique à l’âge scolaire. Néanmoins, seules les difficultés avec les pairs expliquent l’association entre le SPGAG et l’agression physique. L’hyperactivité, l’opposition et les pratiques parentales hostiles et coercitives sous-tendent toutes, de façon séparée, l’association entre le SPGTDAH et l’agression physique à l’âge scolaire, bien que seule l’hyperactivité ait une contribution unique lorsque ces construits sont examinés simultanément. Ces résultats contribuent à décrire comment l’étiologie génétique liée à l’agression physique se manifeste à la petite enfance, identifiant ainsi des cibles précoces d’intervention. / There is now a consensus in the literature suggesting that approximately half of the individual differences related to physical aggression (PA) are inherited. However, the behavioral and social early manifestations of this genetic propensity remain unknown. This study aims to test the hypothesis that polygenic scores related to aggression (PGSAGG) and attention deficit hyperactivity disorder (ADHD; PGSADHD), both of which were previously shown to be associated with PA during school-age, would be first phenotypically expressed as externalized behaviors and adverse experiences in early childhood. The genetic data of 718 participants (44,6% boys) from the Quebec Longitudinal Study of Child Development (QLSCD) were used to estimate the SPGs. PA in school age was reported up to six times between 6 and 13 years old by independent teachers. Externalized behaviors (PA, hyperactivity, opposition) and adverse experiences (difficulties with peers, harsh and coercive parenting practices) were reported by mothers on three occasions between the ages of 3½ and 5 years old. Results indicate that both SPGs predicted PA in school age. However, only difficulties with peers explain the association between PGSAGG and PA. Hyperactivity, opposition, and harsh and coercive parenting practices in early childhood all separately partially mediated the association between PGSADHD and PA in school age, although only hyperactivity has a unique contribution when these constructs are examined simultaneously. These findings contribute to describing how PA measured genetic etiology ascertained by the PGS come to be first phenotypically expressed in early childhood, identifying early intervention targets for interventions.

The thesis titled “The theory of thwarted belongingness and its relation to youth violence” presents the findings of a qualitative study that focussed on late adolescents who have committed physical assault and who were referred to a diversion programme by a court. The study followed a grounded theory methodology approach for which convenience sampling, purposeful sampling and theoretical sampling were used to obtain participants. Semi-structured interviews were conducted and the data were analysed through constant comparative analysis. From the analysis the theory on thwarted belongingness emerged that explains how the adolescents attempt to negotiate a sense of belonging. The theory further explains how failed negotiations are dealt with and when one could expect violent behaviour to occur. In general, the current research study creates awareness of the psychological non-shared environment and its potential role in the development of behaviour. Future research should be focussed on the saturation of categories and dimensions that have not been fully saturated in the current study and to test the theory of thwarted belongingness since it is a newly generated theoretical stance that needs to be validated. / Psychology / Ph. D. (Psychology)