Florence O'Neill (1905-1990) played an important role as an adult educator in Newfoundland. Using her extraordinary ability to lead others and her unrelenting energy she dedicated her adult life to the field of adult education. O'Neill, in 1944, was the first person to earn a doctoral degree in adult education in what is now Canada. Later, as an administrator in the Department of Adult Education in the Newfoundland government, O'Neill sought to implement her vision of an integrated system for providing adult education programs to the people of Newfoundland. She developed that vision through the writing of her doctoral thesis entitled: "A Plan for the Development of an Adult Education Program for Rural Newfoundland." O'Neill's personal struggle to become educated and later her struggles to see her "Plan" implemented adds to the body of knowledge about adult education in Newfoundland at an embryonic time in its development and to the knowledge of the field of adult education in general.

La promotion psychosociale de la résilience de l’adolescent placé en foyer de l’enfance se réalise àtravers une méthode d’éducation biographique. Dans cette méthode, l’adolescent actualise sa résiliencepassée pendant le vécu de maltraitance familiale et mobilise sa résilience au présent. En effet, face austress perçu du placement, l’adolescent maltraité résilient reprend des stratégies passées perçues, parles professionnels, comme socialement inadaptées car entravant sa résilience sur un versant positif. Laméthode d’éducation biographique permet la transformation de ses stratégies en ressources car ellefavorise le processus de résilience personnalisation et aboutit à un type d’issue à savoir la capacité àmettre en forme son expérience biographique passée et présente. Cette transformation se fait à traversune pédagogie de projet. Est proposé au foyer de l’enfance le projet de réaliser un livre d’Histoires derésilience dans lequel l’adolescent est amené à faire son récit autobiographique de résilience puis à letransformer en récit de fiction. Cette énonciation et ce travail sur l’énoncé sont aidés par un récithétérobiographique énoncé en amont et par un conte de résilience. Ces quatre récits s’appuient sur unschéma narratif Histoires de résilience. Cette énonciation autobiographique et ce travail sur l’énoncése situent dans la phase de production du projet qui comprend aussi les phases de présentation,préparation, révision et socialisation. A travers toutes ces phases, l’adolescent devient auteur : il lui estpossible de se positionner dans la manière de suivre le projet car la méthode est pensée en terme desocialisation de transformation / The psychosocial promotion of resilience of the youth placed in foster child is achieved through amethod of education biography. In this method, the teenager is updating its resilience during the pastexperiences of family abuse and mobilizes its resilience to the present. Indeed, faced with perceivedstress placement, resilient adolescent mistreated resumes of past strategies perceived by professionals,such as socially inappropriate affect its resilience on a positive side. The biographical method ofeducation allows the transformation of its resources strategies because it promotes the process ofresilience and customization leads to a type of outcome is the ability to shape their biographicalexperience past and present. This transformation is done through an educational project. Proposed inthe childhood home of the project to create a book of stories of resilience in which the youth is broughtto his autobiographical tale of resilience and to transform it into narrative fiction. This statement andthe statement on this work are supported by a narrative statement hétérobiographique upstream and atale of resilience. These four stories are based on a narrative schema Stories of resilience. Thisstatement and the autobiographical work on the statement are in the production phase of the projectwhich also includes the phases of presentation, preparation, revision and socialization. Through allthese stages, the adolescent becomes an author : it is possible to position himself in the way ofmonitoring the project because the method is thought of in terms of social transformation

Florence O'Neill (1905-1990) played an important role as an adult educator in Newfoundland. Using her extraordinary ability to lead others and her unrelenting energy she dedicated her adult life to the field of adult education. O'Neill, in 1944, was the first person to earn a doctoral degree in adult education in what is now Canada. Later, as an administrator in the Department of Adult Education in the Newfoundland government, O'Neill sought to implement her vision of an integrated system for providing adult education programs to the people of Newfoundland. She developed that vision through the writing of her doctoral thesis entitled: "A Plan for the Development of an Adult Education Program for Rural Newfoundland." O'Neill's personal struggle to become educated and later her struggles to see her "Plan" implemented adds to the body of knowledge about adult education in Newfoundland at an embryonic time in its development and to the knowledge of the field of adult education in general. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate