L’objectif de cette étude est d’analyser l’adaptation socio-affective et la satisfaction de vie des enfants âgés de 9 à 12 ans en lien avec les différents usages des Technologies Numériques de l’Information et de la Communication, tout en prenant en compte la qualité des relations amicales dans les contextes hors-ligne, en ligne et en mode mixte. À partir de l’approche écosystémique (Bronfenbrenner, 2005), le modèle opérationnel « P.P.C.T.» (Bronfenbrenner, 1996) a permis de procéder à l’analyse spécifique de l’impact des caractéristiques individuelles, contextuelles et temporelles sur le développement socio-affectif des enfants. Notre échantillon se compose de 508 enfants âgés de 9 à 12 ans, soit 248 garçons et 260 filles. Ils sont 87% à utiliser les TNIC à des fins communicationnelles. Le développement socio-affectif a été appréhendé à travers le Strenghts and Difficulties Questionnaire (SDQ ; Goodman, 1997) et la version française de la Multidimensional Student’s Life Satisfaction Scale (MSLSS ; Huebner, 1994 ; Fenouillet & al., 2015). Les enfants, tout comme les parents, ont répondu à divers questionnaires, tels que le Network of Relationships Social Provision Version (NRI-SPV ; Furman & al., 1985) et des échelles que nous avons adaptées. Nos principaux résultats indiquent que quelle que soit l’utilisation des TNIC, la majorité des enfants présente une adaptation socio-affective satisfaisante ainsi qu’une satisfaction de vie harmonieuse. Toutefois, à l’intérieur des différentes plateformes utilisées, sur les Réseaux SocioNuméiques, nous retrouvons un effet significatif du genre, les garçons présentant plus de troubles aussi bien intériorisés qu’extériorisés que les filles. Il en est de même sur les troubles extériorisés lorsque les garçons communiquent sur les jeux en réseau. Le support social au travers de l’ami hors-ligne et/ou mixte est un facteur de protection tout comme le fait de partager un lien d’amitié sur le RSN avec des membres de la famille. À l’inverse, le support social de l’ami en ligne et un lien d’amitié sur le RSN avec des inconnus ou des célébrités sera un facteur de risque. De plus, le bien-être des enfants sera impacté lorsqu’ils utilisent les TNIC dans une pièce isolée. Cette recherche, à caractère exploratoire, du fait des rares travaux francophones dans ce domaine est néanmoins prometteuse et encourage à proposer des pistes de recherche ainsi que des pistes d’intervention. Dans un souci de prévention, il est nécessaire d’accompagner les enfants à risque de développer des troubles psychologiques afin de pouvoir réduire ou, mieux, éviter les impacts négatifs qui sont associés à ces usages. / The purpose of this study is to analyze the social emotional adjustment and the life satisfaction level of children between 9 to 12 years old related to their use of Digital Information and Communication Technologies (DICT) taking into account the quality of their friendships in different contexts: online, offline and in a mixed mode. Following the ecological model (Bronfenbrenner, 1996), the PPCT operational model (Process, Person, Context, Time) allowed to specifically analyze the impact of individual, contextual and temporal characteristics on children's social emotional adjustment. Our sample consists of 508 children (248 boys and 260 girls). A vast majority of them (87%) use DICT for communication purposes. Social emotional adjustment is measured with the Strenghts and Difficulties Questionnaire (SDQ; Goodman, 1997) and with the French version of the Multidimensional Student’s Life Satisfaction Scale (MSLSS; Huebner, 1994; Fenouillet & al., 2015). Children, as well as their parents responded to several other measures like the Network of Relationships Social Provision Version (NRI-SPV; Furman & al., 1985) and other adapted scales. Our main results show that, whatever the use of DICT, the majority of children show a satisfactory level of social and emotional adjustment as well a good life satisfaction. However, relating to the use of DICT, we found a significant difference between boys and girls. That is, compared to girls, boys show more externalized and internalized symptoms than girls. The situation is the same with online videogames: boys show more externalized symptoms than girls. Social support offered by offline friends or mixed friends (online and offline) represents a protecting factor. This is also true for online friendships with family members. Conversely, exclusively online friendships with strangers or with celebrities is a risk factor for social emotional adjustment. The well-being of children is negatively affected by connecting online in an isolated space. Lastly, because there are only a few francophone studies in this field, this exploratory study is promising in terms of research and intervention projects in the future. In a prevention perspective, it is necessary to support at risk children in order to prevent the psychological problems that can be related to the use of DICT.

Les recherches récentes menées sur le cancer s’accordent sur le fait que l’âge serait un des principaux facteurs de risque (Tubiana, 2002). C’est notamment le cas du cancer de la prostate, la plupart des cas étant constatés entre 60 et 90 ans (âge moyen de détection : 73 ans). Les personnes âgées se trouvent alors confrontées à différentes problématiques afférentes à la vieillesse, dont le cancer fait partie. Faire face à cette maladie n’est pas le seul défi du patient âgé, le cancer perturbant sa vie au niveau de tout son environnement affectif et social. Nous nous intéressons dans cette thèse à connaître l’impact psychologique du cancer de la prostate sur la vie quotidienne des patients âgés et de leurs épouses. Nous présentons les résultats menés auprès de 96 patients atteints du cancer de la prostate et de leur conjointe recrutés sur deux centres régionaux de lutte contre le cancer. Nous mettrons en place une nouvelle méthodologie : la méthode écologique d’échantillonnage des expériences qui se déroule sur 3 cycles d’évaluations durant 4 jours (en début de traitement, en milieu de traitement et en fin de traitement). Cette méthode nous permet d’établir les liens entre variables (/heure, /jour, /sujet, entre sujets et au sein du couple), et d’observer et de comparer l’ajustement des patients et de leur conjointe suivant différents âges (Swendsen, 1997 ; Czikszentmihalyi, 1984). Nos résultats mettent en évidence trois points essentiels : Tout d’abord il s’agit de distinguer les différences de ressentis et de stratégies de coping selon l’âge des couples pris en charge. Ensuite, le second point important de cette recherche est la notion d’inter individualité. Cette étude discrimine tout à fait les attitudes et les émotions que peuvent vivre au quotidien les patients des épouses. Enfin, le troisième point concerne le temps de la prise en charge. Il existe une réelle progression des ressentis et de l’ajustement psychologique des couples tout au long du traitement. Cette étude permet d’affiner nos connaissances sur le couple âgé confronté à la maladie et, plus spécifiquement, sur son ajustement émotionnel et sa qualité de vie lorsqu’il lui faut faire face au cancer de la prostate. Cette recherche est financée par la Ligue Nationale de Lutte Contre le Cancer, France. / Recent research consistently indicates that age is a major risk factor for cancer (Tubiana, 2002). Such is the case of prostate cancer, which is typically detected between the ages of 60 and 90 (average age of detection: 73 years). Coping with the physical effects of cancer is not the only challenge for elderly patients; cancer may also affect patient’s emotional and social lives as well. The current study presents results of an experience sampling study on the psychological impact of prostate cancer on the daily lives of elderly patients and their wives. We present data on 96 patients with prostate cancer and their spouse who were recruited from two Regional Center for the Fight Against Cancer in Bordeaux, France. Participants completed 3 daily assessments for 4 days (at the beginning of treatment, in the middle of treatment and at the end of treatment). The methodology has a number of advantages, including that it allows us to establish the relationship between variables (coping, quality of life, anxiety and depression), between subjects, and within the couple. The methodology also allows us to observe and compare the adjustment of patients and their partner following different ages (Swendsen, 1997, Czikszentmihalyi, 1984). Our results schowing three key points: First, we distinguiging the differences of feeling and coping strategies by spouses’age. The second point concern the concept of interindividual. This study discriminate behavior and emotions in everyday life of couples. The third important point concerns time management. There is an increased in feeling and psychosocial adjustement on the treatment. This study will help us to refine our knowledge and understanding of emotional adjustment and quality of life of patients with prostate cancer and their spouses. We will thus be able to realize the importance of taking into account the couple and not just patients in psychological interventions. This research is being funded by the National League for the Fight against Cancer, France.

This qualitative descriptive (QD) study examined the experience of the woman newly diagnosed with obstructive sleep apnea (OSA). The study employed Leventhal’s Self- Regulatory Theory to understand women’s illness representation of OSA, cognitive and emotional coping, and situational appraisal skills in coming to terms with OSA. The specific aims were to: 1) Describe the illness representation of women with a recent diagnosis (within one year) of OSA; 2) Describe the cognitive perceptions and emotional response to diagnosis and treatment of OSA in this sample of women; and, 3) Describe the meaning of OSA and the coping strategies used by this sample of women. The overarching theme of this study of a life-altering diagnosis required participants to process the health threatening information in both a conceptual and concrete process for dealing with both the physical and emotional aspects. The first two subthemes that emerged were Making sense of it, and Making it work as the women came to terms with their symptoms, diagnosis, and adapted to their treatment. For this sample of women, both acceptance (acknowledging the diagnosis of OSA and embracing treatment), and denial (not convinced of diagnosis or need for treatment, seeking alternatives) were factors in how they made sense of the situation. The making it work subtheme dealt with the women’s experiences adapting to treatment both physically and emotionally, including the appraisal, reconsideration and adjustments when they encountered difficulties and delays. A fluid iterative process included women participants describing how they appraised their situation often moving back and forth between acceptance, denial, seeking alternatives, struggling with treatment and moving forward. In both of these subthemes, family support and the stigma of OSA and CPAP were involved in how the women accepted and adapted to treatment. The third subtheme that emerged was Paying it forward as many women felt the obligation to help themselves by adapting a healthier lifestyle for themselves, their families and to assist others impacted by OSA. Women spoke of paying it forward by offering information and support to others not yet diagnosed, or are struggling with diagnosis and treatment. Many of these women were staunch advocates for other women to be tested, for HCPs to be more aware, to be more attuned to women’s sleep history, and to refer women for treatment. Implications of these findings include enhancing recognition and awareness by women of OSA symptoms, the need for diagnostic evaluation, and partner awareness as an important component of diagnosis and successful treatment for women. Study findings support recognition of women’s presentation of OSA including unusual symptoms for earlier diagnosis and treatment. Sleep partner awareness and support appear to be relevant to women in acceptance of a life altering diagnosis. Further exploration of modifiable factors such as prompt diagnosis and individualized treatment of women with OSA could also impact potential co-morbidities. Provision of further education and awareness by HCPs and insurance companies that women may not present with classic symptoms of OSA is also needed. Targeted interventions specific to women’s experiences with OSA include development of screening tools, care guidelines and treatments that enhance applicability, acceptability, and patient satisfaction. Future advocacy work will also require supporting women in “paying it forward” to help other women diagnosed with OSA.

L’objectif de cette recherche est d’étudier l’influence spécifique et combinée du contexte de violence conjugale sur le développement socio-affectif des enfants âgés de 5 ans et demi à 12 ans, et d’examiner leurs représentations de la violence et de leurs relations familiales. Notre étude s’appuie sur le modèle de la sécurité émotionnelle de Cummings et Davies (1994). Dans cette perspective, notre échantillon se compose de 32 mères et de 46 enfants âgés de 5 ans et demi à 12 ans, vivant en contexte de violence conjugale. Les mères ont renseigné trois questionnaires qui évaluent l’intensité de la violence conjugale à l’aide du « Conflict Tactic Scale II » (Cyr, Fortin & Chénier, 1997), l’adaptation socio-affective de leur enfant par le questionnaire « Children Behavior Checklist » (Achenbach, 1991), ainsi qu’un questionnaire de renseignements généraux. Les enfants ont, quant à eux, renseigné quatre questionnaires qui permettent de saisir leurs perceptions de la violence avec le « Children’s Perception of Interparental Conflict » (Cyr & Fortin, 2001), le processus de parentification grâce au « Parentification Questionnaire Youth » (Fortin, 2005), les conflits de loyauté à l’aide du « questionnaire des conflits de loyauté » (Fortin, 2005) et les symptômes de stress post-traumatique avec le « Trauma Symptom Checklist for Children » (Briere, 1989). Enfin, le « Systemic Analysis of Group Affiliation » (Compagnone, 2009) a été utilisé avec les enfants afin de saisir leurs représentions de la cohésion et du pouvoir au sein de la famille. Les principaux résultats mettent en évidence que la moitié des enfants présentent des problèmes extériorisés et 82,6% des problèmes intériorisés. Le degré de l’exposition à la violence de l’enfant influence ses représentations de la cohésion familiale, son sentiment de menace et de blâme, ses conflits de loyauté et la présence de certains symptômes de stress post-traumatique. Les représentations de l’enfant sur la violence et les relations familiales, telles que la parentification, le sentiment de blâme, les conflits de loyauté et les représentations de la cohésion et du pouvoir dans la famille, sont prédictives de la présence de symptômes de stress post-traumatique et de troubles de l’adaptation socio-affective. L’effet modulateur de la représentation du pouvoir et de la cohésion familiale, ainsi que les représentations de la violence et les conflits de loyauté ont été mis en évidence. Enfin, plus de la moitié des enfants de l’échantillon, en plus d’être exposés à la violence conjugale, ont aussi été directement maltraités, et les conséquences relevées sont d’autant plus majorées. L’ensemble des résultats obtenus nous permet de proposer des perspectives de recherche et des pistes d’intervention. / The aim of this research is to study the influence of specific and combined context of domestic violence on socio-emotional development of children aged between 5 and a half to 12 and to consider their representations of violence and their family relationships. Our study is based on the model of emotional security Cummings and Davies (1994). With this in mind, our sample consists of 32 mothers and 46 children aged 5 and a half to 12, living in a context of domestic violence. The mothers have filled in three questionnaires assessing first, the intensity of domestic violence using the « Conflict Tactic Scale II » (Cyr, Fortin & Chénier, 1997), the socio-emotional adaptation of their children with the questionnaire « Children Behavior Checklist » (Achenbach, 1991) and then, a general information questionnaire. As for the children, they have filled in four questionnaires that allow to understand their perceptions of violence with « Children's Perception of Interparental Conflict » (Cyr & Fortin, 2001), the process of parentification through the « Parentification Questionnaire Youth » (Fortin 2001), loyalty conflicts with the « loyalty conflicts questionnaire » (Fortin, 2005) and post-traumatic stress symptoms with « Trauma Symptom Checklist for Children » (Briere, 1989). Finally, the « Systemic Analysis of Group Affiliation » (Compagnone, 2009) has been used with the children to understand their representations of cohesion and power within their families.The main results show that half of the children have externalizing problems and 82.6% internalizing problems. The degree of exposure to child abuse influences his representations of family cohesion, his feeling of threat and blames, his loyalty conflicts and the presence of certain symptoms of PTSD. The children’s representations of violence and family relationships, such as parentification, the feeling of blame, loyalty conflicts and the representations of cohesion and power in the family, are predictive of symptoms of post-traumatic stress disorders and social-emotional adjustment. The modulating effect of the representation of power and family cohesion, as well as depictions of violence and conflicts of loyalty have been highlighted. Finally, more than half of the children in this sample, have been exposed to domestic violence but also to direct abuse, that’s why the consequences underlined are all the more important. All these results allow us to propose research perspectives and methods of interventions.

Depuis quelques années, les parents développent un intérêt grandissant et précoce pour la scolarité de leur enfant dès son jeune âge. Dans une perspective exploratoire, les objectifs de la présente étude consistent à repérer certains processus liés à l’éducation familiale qui favorisent l’adaptation socio-affective et l’intégration scolaire du jeune enfant. Le recueil de données s’est déroulé en trois phases pendant l’année scolaire 2007-2008. Les participants et les outils d’investigation varient en fonction des étapes. Pour l’étape 1, les parents (N=215) ont rempli un questionnaire sur l’accompagnement éducatif. Lors de l’étape 2, les parents et les enseignants ont complété le questionnaire PSA (version parent en cours de validation et version enseignant de Dumas, Lafreniere, Capuano, & Durning, 1997) pour établir le niveau d’adaptation socio-affective des enfants (N=59, 28 garçons et 31 filles). Pour l’étape 3, le Boehm-R (Boehm-R, 1989), une épreuve sur les compétences de base à acquérir en grande section, a permis d’évaluer les compétences scolaires des enfants en fin d’année scolaire (N=53, 24 garçons et 29 filles). La consultation de leur livret d’évaluation a permis d’obtenir des renseignements sur les acquisitions de chaque enfant/élève au cours de l’année scolaire. Les résultats démontrent une tendance d’homogénéisation de l’accompagnement éducatif paternel et maternel, même si des différences paternelles et maternelles sont constatées en fonction du niveau d’études du parent, du sexe et du rang de l’enfant, ainsi que du nombre d’enfants dans la fratrie. Par ailleurs, le sexe de l’enfant n’affecte ni son adaptation socio-affective ni ses compétences scolaires. Des liens entre l’affectivité du jeune enfant avec le score au Boehm-R sont constatés, alors que certaines dimensions de l’accompagnement éducatif du père et de la mère ont un impact sur l’adaptation socio-affective ou les compétences scolaires de l’enfant. Même si nous préconisons une certaine vigilance quant à l’interprétation des résultats de cette étude, cette dernière démontre, d’une part, la combinaison complexe des facteurs individuels et socio-économiques sur les composantes de l’accompagnement éducatif parental et, d’autre part, de l’accompagnement éducatif parental sur le développement socio-affectif et scolaire du jeune enfant. / Parents have developed an increasing interest for their child’s schooling during these past few years. The present study tries to understand family education processes which promote the socio-emotional adaptation and school skills of young children.Data has been collected during the school year 2007-2008. Participants and investigative tools vary according to the stages of the research. For the first part, parents (N=215) complete a questionnaire about their educational support towards their child. During the second part, parents and teachers complete the PSA questionnaire (parent’s version is still in validation and teacher’s version developed by Dumas, Lafreniere, Capuano, and Durning, 1997). The socio-emotional adaptation of the child (N=59, 28 boys and 31 girls) was established. For the third part, the children perform the Boehm-R test (Boehm-R, 1989) which evaluates the basic skills that a child must acquired at the end of the kindergarten (N = 53, 24 boys and 29 girls). The consultation of the booklet assessment of each child/young student yielded information on their acquisitions during the school year.The results show a trend of homogenization of paternal and maternal educational support, although paternal and maternal differences are observed depending on the level of education of the parent, the sex and birth order of the child, as well as on the sibling.However, the sex of the child does not affect his socio-emotional adjustment or academic skills. Links between the emotions of the young child with the Boehm-R score are established, while some aspects of educational support of the father and mother have an impact on the socio-emotional adjustment and academic skills of the child.Though vigilance is recommended while interpreting the results of this study, it demonstrates, on one hand, the complex combination of individual and socio-economic components of the parental educational support and, on the other hand, the educational support of parent in socio-emotional development and academics skills of young children.

Arguably the most popular current theories of dreaming are the functional theories, including the emotional adaptation or problem-solving theory. These theories revolve around the idea that dreams may serve an independent adaptive function, helping us to adjust to, cope with, or resolve emotionally difficult life circumstances, problems and concerns. Contrary to these theories, other researchers have argued that dreams may have no function of their own, but are an epiphenomenon of REM sleep. The cognitive theories of dreaming suggest that dream content is continuous with waking concerns and preoccupations, and that dreaming about waking concerns is not adaptive but reflective, in a similar way that waking thought or daydreaming is reflective, of what is uppermost in the mind of the dreamer. A relatively small body of research (e.g., Barrett, 1993; Cartwright, 1991; Kramer, 1993) relating to individuals who have experienced major stressful life events, is often cited as support for the theory that dreams serve the specific function of helping us to adjust or adapt to current events. Until recently, this body of work has gone largely unexamined and unreplicated, though some have questioned the findings and their implications for the function of dreaming. The research presented in this thesis examined whether dream content reflects a process of adjustment in people who had recently experienced a marital separation, by investigating the relationship between their dream content in relation to measures of adjustment over time. In Study 1, 97 recently separated participants and 93 married controls were tested on personality and coping factors, asked to answer questions about their dream content, and then monitored over 12 months for change in their adjustment. In Study 2, a subset of 42 separated participants kept dream logs for a period of four weeks. Their dream reports were subjected to a qualitative analysis of thematic content, including threat and threat mastery, and analyses were conducted to explore the relationship between threat content, mastery and adjustment. In Study 3, a subset of eight Study 2 participants participated in a case study analysis which investigated contextual information about their individual situations in relation to their dream content and adjustment, in order to explore, in a more detailed way, the relationship between dream themes, adjustment, and waking concerns. Study 4 was designed to compare the findings of the previous studies with a separate sample, using three different methodologies for the collection of dream content data. This study was carried out to replicate the previous studies with the addition of a laboratory-based data collection technique. In Study 4, 18 separated participants spent one night in the sleep laboratory, monitored with a Nightcap, which allowed dream data to be collected from them via questionnaires, dream logs, and REM awakenings. Across all of the studies, and regardless of the method used to measure dream recall and content, there was a significant concurrent relationship between better adjustment and fewer dreams relating to participants’ marital situations. Those with the most distress were the same ones who were dreaming excessively about their separation. These findings suggest that dreams are continuous with waking preoccupation, and do not function to aid adjustment. As such, they did not support the functional adaptation theories of dreaming. The findings were more consistent with the cognitive theories of dreaming, including the theory that dreams have meaning, but no independent function of their own. A significant relationship was, however, found between ego strength, coping style and adjustment, highlighting the greater influence of internal personal resources in adjusting to difficult life circumstances. While these findings do not discount the suggestion that individuals derive significant personal meaning from their dreams, nor the possibility that dreams may reflect something of the function of REM sleep, they do suggest that “adaptationist” assumptions of functional theories of dreaming may be unfounded.

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Made available in DSpace on 2016-04-28T20:39:09Z (GMT). No. of bitstreams: 1 Marcella Barbosa Neuman.pdf: 3796379 bytes, checksum: 7aab7a7e86e2b81f847a4f46e10c63f2 (MD5) Previous issue date: 2015-09-11 / It´s expected that at pre-school age the attention is still in training. Nevertheless, the complaints about attention behavior in this age group have been justifying new studies on interventions which may minimize the damages from such patterns, mainly in the educational arena. Despite the growth in the literature suggesting new studies about pre-schoolers and attention this still being poorly documented. This study aimed to observe the effects of a psychosomatic practice as yoga can have in behavior attention and external problems shown in the educational arena in such age group. This randomized clinical trial deals with the development, implementation and evaluation of a yoga practice protocol of 11 weeks in two public schools in São Paulo City. 24 children were randomly screened and distributed between control group and experimental group. C-TRF scale was used as the evaluation method. The outcomes have shown significant improvements in attention problems, external behavior as well as in the time spent in the activity. The essay also discusses factors which contributed to the practical methods results and the development of attention in pre-school age / É esperado que na idade pré-escolar a atenção esteja ainda em formação. Entretanto, as queixas de problemas atencionais nessa faixa etária têm justificado novos estudos sobre recursos terapêuticos eficientes para minimizar os prejuízos desses traços, especialmente no ambiente escolar. Poucos estudos foram encontrados sobre essa questão, apesar do recente aumento de indicações na literatura. Este estudo teve como objetivo observar os efeitos da prática da yoga nos traços de dificuldades atencionais e comportamentos externalizantes apresentados no ambiente escolar em crianças entre 4 anos e 6 anos e 11 meses. Esta pesquisa clínica e randomizada trata do desenvolvimento, aplicação e avaliação de uma intervenção de prática de yoga de 11 semanas em duas escolas públicas na cidade de São Paulo. No total, 24 crianças foram triadas e distribuídas aleatoriamente entre grupo controle e grupo experimental. O método de avaliação usado foi a escala C-TRF. Os resultados demonstraram melhoras significativas nos problemas de atenção, comportamentos externalizantes e melhora no tempo de permanência na atividade. O estudo ainda discute fatores que contribuíram com os resultados da prática e com o desenvolvimento atencional na idade pré-escolar

Introduction : La prise en charge psychologique de patients pendant le processus de greffe demoelle osseuse pour un cancer hématologique fait partie intégrante du parcoursthérapeutique. Cette étude a deux objectifs : (1) tester l’impact d’une prise en charge par larelaxation psychothérapique, Méthode Sapir à court et à moyen terme, auprès de cettepopulation (2) savoir si des variables dispositionnelles (alexithymie, optimisme) et desvariables transactionnelles (stratégies de coping, soutien social perçu) peuvent influencer cetimpact.Méthode : 39 patients ont été inclus. Le groupé expérimental (N=20) a bénéficié d’une priseen charge par la relaxation psychothérapique tandis que le groupe contrôle (N = 19) a eu unsuivi psychologique traditionnel. Les patients ont été évalués 4 jours avant la greffe (T1),puis 45 jours (T2) et 100 jours (T3) après la greffe. Les variables dispositionnelles(alexithymie, optimisme), les variables transactionnelles (coping, soutien social perçu) et lesissues à prédire (état émotionnel, image du corps et qualité de vie) ont été mesurées.Résultats : A T3, les patients du groupe expérimental sont significativement moins anxieux(p<0,001), éprouvent une meilleure satisfaction corporelle (p<0,01) et ont une meilleureQDV physique (p≤0,001) qu’à T1. Chez les patients du groupe contrôle aucun changementsignificatif n’est observé avec le temps. Par ailleurs, aucune différence significative entre lesdeux groupes n’a été trouvée aux trois temps de l’étude. A T3, les patients alexithymiques dugroupe expérimental sont significativement moins dépressifs (p<0,05), ont une meilleureQDV cognitive (p<0,01) et émotionnelle (p<0,01) qu’à T1.A T3, les patients les plusoptimistes du groupe expérimental rapportent une meilleure QDV physique (p<0,05) etémotionnelle (p<0,05) qu’à T1.Chez les patients du groupe contrôle aucune modération del’alexithymie et de l’optimisme sur l’ajustement au cancer n’est observée. Enfin, l’effet demédiation du coping et du soutien social perçu n’a pas été démontré dans cette étude.Conclusion : La prise en charge par la relaxation psychothérapique a une place auprès decette population. L’illustration de deux cas cliniques vient confirmer ces propos. Cependant,au regard du faible nombre de sujets, il convient de contre-valider ces résultats auprès d’unepopulation plus large. / Introduction: The psychological care of patients during the process of bone marrowtransplantation for a hematological cancer is part of the therapeutic process. This study hastwo objectives: (1) to test at a short and medium term the impact of psychotherapeuticrelaxation, Sapir’s method, on the psychological adjustment of patients with hematologiccancer hospitalized at a sterile hospital’s room for bone marrow transplantation; (2) toexamine weather dispositional variables (alexithymia, optimism) and transactional variables(coping, perceived social support) can influence this impact.Method: 39 patients were included. The experimental group (N=20) received a care ofpsychotherapeutic relaxation while the control group received a traditional psychologicalfollow-up. Patients were evaluated 4 days before transplantation (T1), 45 days aftertransplantation (T2) and 100 days post-transplantation (T3), respectively. Personalityvariables (alexithymia, optimism), adjustment of cancer variables (emotional state, bodyimage, quality of life) and transactional variables (coping, perceived social support) weremeasured.Results: The patients in the experimental group at T3 are significantly less anxious(p<0.001), experienced a better body satisfaction (p<0.01) and a better physical quality oflife (p≤0.001) than at T1. In patients of the group control, no significant positive or negativemovements are observed by the time on studied variables. Moreover, no significantdifferences are found between two groups on three times of study. The alexithymic patientsof the experimental group are significantly less depressed at T3 (p<0.01) and experienced abetter cognitive (0.01) and emotional (p<0.01) quality of life. The most optimistic patients ofthe experimental group have a better physical (p<0.05) and emotional (p<0.05) quality oflife. In patients of the control group, no moderation of alexithymia and optimism is observedon cancer adjustment. Finally, the mediating effect of coping and perceived social support isnot demonstrated in this study.Conclusion: The psychotherapeutic relaxation has an important place to this population. Thisis confirmed by the illustration of two cases. Finally, due to the small number of subjectsincluded, these results require validation on a larger population.

La transition primaire-secondaire est un événement qui occasionne beaucoup de stress aux élèves qui vivent en même temps une multitude de stresseurs biopsychosociaux, mais également environnementaux. Pour les élèves qui présentent des problèmes extériorisés, notamment des comportements d'hyperactivité, d'impulsivité et d'inattention (HII), la transition peut augmenter les risques d'inadaptation socio-affective (anxiété, dépression, isolement social, victimisation). Cette étude se penche sur le lien entre la présence de comportements d’HII en 4e et en 6e année, et l'inadaptation socio-affective en secondaire 1, en y incluant le rôle modérateur de l'agressivité-opposition. La présente étude compte 1 490 jeunes ayant participé à l'Étude longitudinale sur le développement des enfants québécois (ELDEQ) à 10 (4e année), 12 (6e année) et 13 ans (secondaire 1), comprenant 47,8% de garçons. Les résultats des régressions linéaires hiérarchiques suggèrent que les jeunes HII-élevé présenteraient une augmentation significative, comparativement à leurs pairs HII-faible, des problèmes sociaux, dont de la victimisation et de l'isolement social, lors de la transition au secondaire. Pour les élèves agressifs-oppositionnels, ceux-ci auraient davantage de symptômes anxieux et dépressifs et se disent être plus souvent victimisés. Un effet additif, mais non de modération, peut être observé uniquement pour la victimisation, suggérant que les élèves présentant de façon cooccurrente des comportements d'HII et d'agressivité-opposition, rapportent davantage de victimisation. Les résultats de cette étude soulignent l’importance d’adapter les façons de faire afin de rendre la transition au secondaire plus adaptée aux besoins des jeunes présentant des problèmes extériorisés. / The transition from elementary to secondary school is an event that causes a lot of stress for students who simultaneously experience a multitude of biopsychosocial and environmental changes. For students with externalizing problems, including hyperactive, impulsive and inattentive (HII) behaviors, this transition can increase the risk of socio-emotional adjustment difficulties (i.e., anxiety, depression, social isolation, victimization). This study aims to examine the link between the presence of HII in grade 4 and 6, and student socio-emotional maladjustment in secondary 1, including the moderating role of aggressiveness-opposition. The sample comprises 1,490 youth aged 10 (grade 4), 12 (grade 6), and 13 years old (grade 7), including 47,8 % boys, who participated to the Quebec Longitudinal Study of Child Development (QLSCD). The results of the hierarchical linear regressions suggest that youth with HII exhibit a significant increase in social problems, including social isolation and victimization during the transition to high school as compared to their low-HII peers. Aggressive-oppositional behaviors were also associated with higher levels of emotional (i.e., anxiety and depression) and social (i.e., victimization) problems. Although we did not identify the expected moderation effect, we found an additive role of HII and aggressiveness-opposition such that youths presenting both problems experienced more victimization. The results of this study highlight the importance of adapting interventions to youth’s unique adjustment characteristics in order to ensure a positive transition to secondary school more suited to the needs of young HII.