[pt] A noção da terminalidade humana comumente é percebida quando ocorre a morte de uma pessoa com quem se tem intenso vínculo de afeto. O luto pode ser entendido como um processo natural e esperado frente a morte, vivenciado a partir da singularidade de cada pessoa e de seu contexto sócio-histórico. Especificamente, luto decorrente de homicídio pode promover significativas repercussões pessoais e sociais na vida das pessoas enlutadas. As crianças também são impactadas pela experiência do luto e, especialmente, quando perdem seus familiares de forma violenta. Considerando os referidos aspectos, este estudo teve como objetivo geral investigar o processo de luto vivenciado por duas crianças que perderam familiares vítimas de homicídio. Para tanto, foram realizadas duas avaliações psicológicas em que foram utilizados diferentes procedimentos e instrumentos psicológicos. Participaram dois meninos com idades entre seis e oito anos, residentes no estado Rio de Janeiro, que perderam o irmão e o pai vítimas de homicídio. Cada caso foi analisado em profundidade e de forma idiossincrática, sendo os instrumentos e procedimentos analisados individualmente e seus resultados integrados e interpretados a partir da Teoria Bioecológica do Desenvolvimento Humano. Esse estudo propôs novas perspectivas empíricas e teóricas para a avaliação psicológica do luto infantil no contexto da violência urbana. Sugeriu, ainda, o desenvolvimento de novos estudos em prol da melhoria da qualidade de vida das crianças enlutadas no referido contexto de perda. / [en] The notion of human terminality is commonly perceived when a death of a loved one occurs. Grief can be understood as a natural and expected process in the front of death, experienced from the uniqueness of each person and their socio-historical context. Grief cause by homicide, specifically, can promote meaningful personal and social repercussions on the lives of the grieving people. Children are also impacted by the experience of grief and, especially, when they lose their family members violently. Considering these aspects, the objective of the study is to investigate the process of grieving experienced by two children who lost family members victims of homicide. Two psychological evaluations were used, for each evaluation, different psychological procedures and instruments were included. Participated on the study two boys aged from six to eight years old, resident in the state of Rio de Janeiro, who lost their brother and father victims of homicide. Each case was analyzed depth and individually, in the sequence the instruments and procedures were corrected, and the results were assessed using the Bioecological Theory of Human Development approach. This study proposed new empirical and theoretical perspectives for the psychological assessment of child bereavement in the context of urban violence. It also suggested the development of new studies in order to improve the quality of life of bereaved children in the referred context of loss.

This qualitative study explored the use of Body Mapping as a tool to enhance dialogue with sentenced adolescent boys in a Special Youth Centre. Their scars and tattoos were regarded as the key to unlocking their life stories. Body maps and unstructured interviews formed the main body of data. The paradigms of both Gestalt- and occupational therapy formed the basis of the conceptual framework and a literature control was done as “theory after” as well as a method of data triangulation. Themes extracted pointed to broken bonds and familial trauma which lead the adolescents to search for belonging and mastery in deviant peer groups and street- and Numbergangs. The tattoos provide graphic affirmation of identification and belonging to these groups. The mapping of their lesions and scars provided the opportunity to relate traumatic experiences. Conclusions were drawn and recommendations could be made as a result of the study. / Social Work / M. Diac. (Play Therapy)

L’objectif de cette étude est d’analyser comment l’enfant de 6 à 13 ans s’approprie la recomposition familiale (Malrieu & Malrieu, 1973 ; Malrieu, 1976) et quels rôles jouent les relations dans la fratrie germaine dans cette appropriation. Notre analyse se fonde sur une approche bioécosystémique (Bronfenbrenner, 1996). Les relations fraternelles sont examinées à partir d’un entretien semi-directif. L’appropriation de la famille recomposée est appréhendée grâce au dessin de la famille, au Kidcope (Spirito, Stark & Williams, 1988), au Child Behavior Checklist (CBCL, Achenbach, 1991) et à l’Autoquestionnaire Qualité de vie-enfant-imagé (AUQEI, Magnificat & Dazord, 1997). Les principaux résultats révèlent que les enfants font des choix électifs des membres de leur famille sur la base des liens biologiques, des personnes significatives dans leur vie et de la qualité des rapports avec leur entourage. Le facteur de stress le plus souvent évoqué par les enfants est le beau-parent et son approche éducative. La stratégie la plus mobilisée et jugée efficace par les enfants réfère au soutien social. Dans l’ensemble les enfants présentent une adaptation socio-affective et une qualité de vie satisfaisante. Au niveau des relations dans la fratrie germaine, il ressort qu’elles sont perçues par la majorité des enfants comme une ressource dans la recomposition familiale, étant à la fois continue et soutenante. Les analyses bivariées indiquent une influence significative des facteurs personnels (âge, sexe), du contexte familial (caractéristiques de la fratrie, mode de garde) et du temps (durée de la recomposition, temps écoulé depuis la séparation) sur l’appropriation de la famille. / The present study investigates how 6 to 13 years old children appropriate their stepfamily/blended family (Malrieu & Malrieu, 1973; Malrieu, 1976) and how sibling relationships might influence that appropriation. Our analysis is based on the bioecological approach (Bronfenbrenner, 1996). Sibling relationships were examined using a semi-directive interview. The appropriation of the stepfamily was investigated on the basis of the drawing of the family, the Kidcope (Spirito, Stark and Williams, 1988), the Child Behavior Checklist (CBCL, Achenbach, 1991) and the “AUtoquestionnaire Qualité de vie-Enfant-Imagé” (AUQEI, Magnificat & Dazord, 1997). Results indicate that children make elective choices of their family members mainly on the basis of their biological relationships, the most important persons influencing their life and the quality of the relationship with their close circle. We shall emphasize that the most stressful factor generally evoked by children usually originates from the stepparent and his educational approach. Furthermore, the results show that social support appears as the most efficient strategy often used by the children. Generally, we noticed a satisfying socio-emotional adaptation and life quality of the sampled children. Mostly, the relationships among siblings are found as a resource within their stepfamily as long as those relationships are both sustained and supportive. Cross-correlated statistical analysis of the data showed significant influence of person characteristics (age, sex), family context (sibling characteristics, child custody) and time factors (elapsed time since separation, duration of the second union) on the appropriation of family.

There is a discrepancy between national school guidelines towards inclusive education, and the current political trend towards economic efficacy, that may be problematic for teachers. The aim of this contextual study is to formulate a contextual understanding of the participating teachers’ perceptions of their effort to help all their students achieve the goals set forth by school curricula, and use this understanding for the purpose of suggesting points of entry for special needs educators´ guidance of teachers’ practices towards more inclusive education. Information was gathered by sending an extensive web questionnaire to all teachers within a given headmaster´s administration, sending web questionnaires to a majority of third grade students taught by those teachers, conducting interviews with a few of the participating teachers as well as with the special needs educators, carrying out a classroom observation, and gathering additional information concerning working conditions and social interactions. The data gathered in this case study has been subjected to an analytical process comprising of an assessment of the degree of inclusive approach, using the Inclusive Approach through Participation as well as the Framework of Participation, technical triangulation of all data post the inclusive assessment, and analysis of context by the Ecology of Human Development/the Bioecological Theory. The analytical process has resulted in a contextual description that has enabled me to suggest possible points of entry to be used in special needs educators’ guidance of teachers’ practices towards inclusive education. The degree to which there exists a collegial sense of security, varied forms of teacher-student interactions, collegial cooperation, pedagogical discussions, a dialogue in search of mutual understanding, and consequent follow-ups appears, in the light of the limited selection of participants, as relevant to these teachers ability to help their students. Further research is needed to identify valid points of entry for special needs educators’ guidance of teachers’ practices towards inclusive education. This contextual study will hopefully inspire further research into teachers´ perceptions of their work to facilitate implementation of inclusive education and thereby improve every student´s ability to achieve the set goals.

Mental health is a major child public health issue in Sweden. The overall aims of this thesis are to explore girls’ and boys’ perspectives on mental health and on mental health-promoting initiatives, and to deepen the knowledge of disclosure and support for ado-lescents at risk of abuse and neglect. Four studies are included in the thesis, and a qualitative descriptive design was chosen. In three of the studies (Studies I, II, and III), adolescents in Sweden were interviewed individually or in focus-groups. In the fourth study (IV) officials and politicians in nine municipalities in Sweden were interviewed, and documents were analysed in a multiple-case-study design. In study I the adolescents were asked about the mental health-promoting dialogue with the school nurse. The results reveal that what the adolescents found important were trustiness, attentiveness, respectfulness, authenticity, accessibility, and continuity. The adolescents also had certain views on what issues to talk about in the health dialogue; physical and psychological issues should be included. In Study II, the adolescents perceived “mental health” to be an emotional experience with positive and negative aspects of internal and relational feelings. Family, friends, and school were regarded as important determinants of mental health by the adolescents. Neither girls nor boys thought that there were any major differences in mental health between girls and boys, but did think they were subject to different expectations. In Study III the results show that adolescents with families with alcohol problems are unsure whether to disclose their home situation to an adult; the adolescents seem to make a risk assessment when looking for trustworthy adults. It is a disclosure process. Friends are confidants and supportive, and sometimes facilitators for contacting adults, when support from adults is needed. Study IV show that even small grants to municipalities for children-at-risk projects lead to more activities for these children and adolescents. But children or adolescents were not involved in the planning or decision-making of the activities. The studies in this thesis show that most important thing for adolescents’ mental health is the relation between adolescents and adults, foremost parents, and between adolescents and friends. In addition, gender and age, adolescents’ perspec¬tives and par-ticipation, and society’s support, including the implementation of the UN Convention on the Rights of the Child, have an impact on adolescents’ mental health, both for ado-lescents in general and for adolescents at risk of abuse and neglect. The results are viewed in relation to the bioecological model, to illustrate how all levels in society influence mental health among adolescents, on an individual and a population plane. The findings have implications for adults: to learn more about adolescents and puberty, and about the home situation for children and adolescents at risk of abuse and neglect; to listen to suggestions from children and adolescents; to include friends in support to adolescents at risk of abuse and neglect; and to include girls and boys in all matters concerning them.

This qualitative study explored the use of Body Mapping as a tool to enhance dialogue with sentenced adolescent boys in a Special Youth Centre. Their scars and tattoos were regarded as the key to unlocking their life stories. Body maps and unstructured interviews formed the main body of data. The paradigms of both Gestalt- and occupational therapy formed the basis of the conceptual framework and a literature control was done as “theory after” as well as a method of data triangulation. Themes extracted pointed to broken bonds and familial trauma which lead the adolescents to search for belonging and mastery in deviant peer groups and street- and Numbergangs. The tattoos provide graphic affirmation of identification and belonging to these groups. The mapping of their lesions and scars provided the opportunity to relate traumatic experiences. Conclusions were drawn and recommendations could be made as a result of the study. / Social Work / M. Diac. (Play Therapy)

Purpose: Neurodevelopmental difficulties are correlated with lower mental well-being and more mental health problems. Issues in social relations such as bullying are a prominent risk factor in a social setting of high school, have also been associated with the status of disability. This thesis investigated the relation between mental health problems, mental well-being, and bullying in adolescents with self-reported neurodevelopmental difficulties and compared these with adolescents with Other disabilities. Materials and methods: Data from a Swedish longitudinal survey study (LoRDIA) was used. Mental health problems were measured through emotional and conduct problems scales of SDQ, mental well-being was measured with MHC-SF, and a bullying questionnaire was used. Results: Adolescents with NDD experience more bullying victimization and perpetration than adolescents with Other disabilities such as physical disability and autoimmune diseases. Significant association to bullying perpetration was found in NDD adolescents. Adolescents with Other disabilities indicated high mental well-being compared to NDD. While gender predicts high mental well-being, disability and emotional problems have a negative relation with it. Conclusion: Adolescents with NDD report more bullying victimization and perpetration experiences in comparison to adolescents with Other disabilities. Emotional problems have an inverse relation for predicting high mental well-being for adolescents with NDD and Other disabilities.

No description available.

The pace of technological advancement and growth in the twenty-first century continues to soar at unprecedented levels and beyond human imagination. As the fourth industrial revolution unfolds, it has become increasingly difficult to predict the direction technological innovation will take in the not too distant future. Digital technologies have become an integral part of every aspect of human existence (work, play, schooling and personal relationships). The purpose of this study was to explore the various ways mobile technological gadgets like cell phones, tablets and laptops could be leveraged to promote a culture of leisure reading amongst a group of Zimbabwean adolescent learners. Data was collected using the literacy practices interview, mobile reading diaries, focus group interviews and the researcher’s personal field notes. Theoretically, the study was guided primarily by Urie Bronfenbrenner's Bioecological systems theory. Also, the study was supported by Guthrie and Wigfield's reader engagement model and Turner and Hicks' connected reader model. The empirical data collected through the data collection instruments were analysed inductively. The findings revealed that adolescent learners are a digital generation whose reading needs are ever growing and expectations are ever changing. The adolescent participants expect their reading to be like the rest of their digital lives, which is quick, uninterrupted, personalised and smart. It was found that the adolescent participants like to read on their terms, as they dislike being told when to read or what to read. Three reader identities were revealed namely; the eager reader, the ‘fifty fifty’ reader and the non-reader. The adolescent participants who were not already mobile readers readily accepted and adopted mobile reading as it afforded them vast reading opportunities. Besides, the findings of the study revealed that participants encountered many challenges, which in some instances militated against their mobile reading endeavours. These challenges were because of mobile phone use restrictions in schools, prohibitive data costs, a strong emphasis on academic reading as opposed to leisure reading and internet connectivity problems amongst other issues. In this study, the recommendations and guidelines outlined provide a framework with which schools, parents, mobile reading application developers and policymakers can adopt to support a robust mobile reading culture amongst Zimbabwean adolescent learners. The researcher concluded that mobile reading devices are a novel, noble and credible means through which they can foster positive leisure literacy practices amongst Zimbabwean adolescents. / Language Education, Arts and Culture / Ph. D. (Curriculum and Instructional Studies)

Cette thèse doctorale en psychopédagogie porte sur l’étude du soutien social mis en oeuvre lors d’une activité collective conçue et menée pour favoriser le développement du bien-être au travail chez les enseignants. Cette étude de cas multiples qualitative a été réalisée auprès de huit enseignants de classes d’accueil du secondaire qui ont participé à une activité collective (des groupes de parole) durant six mois. Trois principaux thèmes ont guidé l’organisation de cette recherche : le bien-être psychologique au travail (BEPT), le soutien social et les retombées des groupes de parole. Afin de collecter les données, des entrevues semi-dirigées ont été menées avec des enseignants sur le thème du BEPT selon la conception de Dagenais-Desmarais (2010). Ces entrevues ont eu lieu avant et après la participation des enseignants aux activités collectives visant le BEPT. Ensuite, l’étude du soutien social a été réalisée en cohérence avec les trois principales dimensions associées à ce concept selon Vaux (1990) : les comportements de soutien, les ressources du réseau et l’évaluation subjective du soutien. Les comportements de soutien manifestés durant les groupes de parole ont été analysés. Puis, les ressources du réseau des enseignants, principalement associées à l’activité collective et à ses participants, ont été décrites. La dimension de l’évaluation subjective du soutien a été documentée lors des entrevues semi-dirigées menées après les huit séances du groupe de parole. Dans l’intention de recueillir des données relatives aux perceptions des enseignants sur les retombées de l’activité collective sur leur bien-être au travail, certaines questions de la deuxième entrevue semi-dirigée après les activités collectives ont également été ajoutées sur ce thème. Cette recherche, s’inscrivant dans une perspective systémique, accorde une place particulière à la compréhension des relations bidirectionnelles entre l’individu et son environnement. En s’appuyant sur le modèle processus-personne-contexte-temps de Bronfenbrenner et Morris (1998), le soutien social est étudié sous l’angle des processus, le BEPT est associé à la composante personne, les groupes de parole et l’environnement de travail des enseignants des classes d’accueil représentent le contexte et, finalement, le temps est étudié en filigrane de tous ces éléments. Les résultats de cette thèse sont organisés de façon à mettre en lumière la singularité des cas par leur présentation individuelle en plus de relever les ressemblances et les dissemblances entre les participants par une analyse croisée. Les données de recherche permettent d’esquisser le portrait du BEPT des participants qui oeuvraient en classe d’accueil. En plus de détailler l’état des participants et le contexte de travail avec les défis et les enjeux inhérents à l’enseignement aux élèves allophones nouvellement arrivés, les résultats mettent en exergue une scission entre les programmes d’accueil et les programmes « réguliers » au sein de l’école. Cette scission entraîne des retombées sur toutes les dimensions du BEPT (l’adéquation interpersonnelle, le sentiment de compétence, l’épanouissement, la volonté de s’engager et la reconnaissance perçue au travail). L’analyse des données illustre également l’importance et la complexité des relations sociales dans le contexte enseignant. En ce qui concerne l’étude du soutien social, en plus de faire état des comportements de soutien donnés et reçus par les participants, les résultats mettent en valeur le soutien social indirect. Les participants ont rapporté avoir bénéficié d’une aide qui ne leur était pas directement adressée. Le soutien social donné par un participant pouvait donc être pertinent pour plus d’un membre du groupe et être disponible dans le groupe, sans être provoqué. De plus, les liens tissés dans le groupe de parole ont pu favoriser l’établissement d’un réseau de soutien représenté autant par l’activité et l’environnement créé par celle-ci que par les participants. L’augmentation de la taille du réseau de soutien a également été évoquée par les enseignants à l’extérieur de l’activité. Autant l’évaluation subjective du soutien que la documentation des retombées des groupes de parole sur le bien-être ont permis de mettre en lumière un second processus : le partage de vécu. Alors que les groupes de parole visent à regrouper les individus autour d’une question commune dans une perspective psychodynamique, le partage de vécu permis par le cadre de l’activité a été fréquemment nommé comme favorisant le développement du bien-être. Le caractère novateur de cette recherche se situe dans l’agencement des concepts et dans la précision de son analyse sur le soutien social mis en oeuvre lors d’activités collectives conçues et menées pour favoriser le développement du bien-être au travail. En plus des avancées théoriques et conceptuelles proposées, les résultats ont des retombées pratiques importantes. Par le détail du contexte de travail des enseignants en classe d’accueil, mais aussi par la mise en oeuvre d’activités collectives à l’école, cette thèse propose des pistes de réflexion pour la formation des enseignants, la gouvernance scolaire, les directions et les enseignants. / This doctoral thesis in educational psychology focuses on the study of social support implemented during a group activity designed and conducted to promote the development of well-being at work among teachers. This qualitative multiple case study was conducted with eight reception class (French language classes for newly arrived immigrants in Quebec) teachers who participated in focus groups over a six-month period. Three main themes guided the organization of this research: psychological well-being at work, social support and the impact of the discussion groups. In order to collect the data, semi-directed interviews were conducted on psychological well-being at work according to Dagenais-Desmarais’s (2010) conception. These interviews took place before and after the teachers’ participation in group activities. The study of social support was then led in accordance with the three main dimensions associated with this concept according to Vaux (1990): supportive behaviors, network resources and subjective evaluation of support. The support behaviors carried out during the discussion groups were analyzed. Then, the resources of the teachers’ network, mainly associated with the group activity and its participants, were described. The dimension of subjective evaluation of support was documented in semi-directed interviews conducted after the eight discussion group sessions. In order to collect data on teachers’ perceptions of the impact of the group activity on their well-being at work, some questions from the second semi-structured interview after the group activity were also added on this theme. This research, led in a systemic perspective, focuses on understanding the bidirectional relationship between the individual and his environment. Using Bronfenbrenner and Morris’s (1998) processperson- context-time model, social support is studied as a process, psychological well-being in the workplace is associated with the person component, speech groups and the work environment of reception class teachers represent the context and time is studied as underlying all of these elements. The results of this thesis are organized to highlight the singularity of the cases through their individual presentation, in addition to identifying similarities and dissimilarities between the participants through cross-analysis. The research data allows us to draw a portrait of the psychological well-being at work of the participants. In addition to providing a detailed account of the state of the participants as well as the work context with the challenges and issues associated with teaching newly arrived allophone students, the results highlight a division between the host programs and the “regular” programs within the school. This split has repercussions on all dimensions of psychological well-being in the workplace (interpersonal suitability, sense of competence, fulfillment, willingness to commit and perceived recognition in the workplace). Data analysis also illustrates the importance and complexity of social relationships in the teaching context. Concerning social support, in addition to reporting on the supportive behaviors given and received by participants, the results highlight indirect social support. Participants reported receiving support that was not directed to them. Thus, social support given by a participant could be relevant to more than one member of the group and be available in the group without being provoked. In addition, the ties forged in the focus group may have fostered the establishment of a support network represented by the activity and the environment created by the activity, as well as by the participants. The increase in the size of the support network was also mentioned by teachers outside the activity. Both the subjective evaluation of support and the study of the impact of the discussion groups on well-being highlighted a second process: the sharing of experiences. While discussion groups from a psychodynamic perspective aiming to bring individuals together around a common issue, the sharing of experiences allowed by the activity’s framework was frequently named as promoting the development of well-being. The innovative nature of this research lies in the arrangement of the concepts and in the precision of its analysis of the social support implemented during collective activities designed and conducted to promote the development of well-being in the workplace. In addition to the theoretical and conceptual advances proposed, the results have important practical implications. By detailing the context in which teachers work in reception class, but also by the implementation of collective activities in the school, this thesis proposes avenues for teacher training, school governance, principals and teachers.