Para Foucault a sexualidade é um dispositivo histórico, ou seja, se constitui no movimento da história, sendo uma invenção social de um determinado tempo. Sua constituição se dá a partir das construções no campo discursivo sobre o sexo que abarca os saberes sobre ele, bem como sua normatização e regulação social através das produções de verdade. Este trabalho busca problematizar os discursos de alunos, mães e professores do Ensino Médio, acerca do tratamento dado às questões de sexualidade na escola. Para isto, tomou para participantes mães, professores e alunos de uma escola pública da rede estadual de ensino de nível médio da cidade do Recife. Trata-se de uma pesquisa de natureza qualitativa que utiliza como técnicas a observação participante e a entrevista de grupo focal. Os grupos foram formados por professores, mães e alunos da referida escola. Os participantes receberam um estímulo visual de imagens, de pessoas e símbolos, com variadas possibilidades de interpretação sobre o tema sexualidade e em seguida ouviram uma pergunta disparadora: como as questões sobre sexualidade circulam na escola? As discussões foram filmadas apenas para fins de análise, resguardando-se o sigilo total sobre a identidade dos participantes. A riqueza da discussão desse grupo heterogêneo possibilitou a aproximação do assunto com a realidade vivenciada pelos participantes. A construção dos dados indicou, entre outras questões, que os discursos de saber sobre a temática que perpassam os participantes no ambiente escolar priorizam uma sexualidade atravessada pelo discurso médico biologizante, especialmente no que diz respeito aos aspectos preventivos. Além disto, o sexo é tratado como algo que traz consequências predominantemente nocivas ao jovem e não como algo saudável que faz parte da vida, sobretudo no período de descobertas da adolescência. Os participantes referem que os discursos que circulam na escola sobre a temática são contraditórios: ora são incentivadores de uma prática da sexualidade, pois entendem que falar sobre o assunto é estimular a prática sexual, ora visam apenas à prevenção de doenças. Apesar da discussão sobre sexualidade ser considerada pelos Parâmetros Curriculares Nacionais (PCNs) como um tema transversal, quando questionados a respeito de quem deveria tratar o tema nas escolas, os professores tendem a delegar esta tarefa a um profissional exterior ao ambiente escolar, sobretudo ao psicólogo. Na escola estas discussões acontecem, predominantemente, nas aulas de biologia e os alunos reforçam a importância deste espaço para tirar dúvidas, pois afirmam não conseguir dialogar abertamente sobre o assunto em casa. Não é comum a frequência dos pais/responsáveis nesta escola, fato que dificultou inicialmente a composição dos grupos. Além disso, em sua formação, contamos apenas com a participação de mães, apesar do convite ter sido feito, também, aos pais. A discussão sobre a sexualidade e seus desdobramentos na escola visa contribuir para novas perspectivas de trato sobre o tema, além de aproximar o diálogo entre pais, professores e alunos de modo que seus discursos não se apresentem como verdades isoladas de cada grupo, mas que possam interagir abrindo o debate para um campo de possibilidades que contribua positivamente para a vivência da sexualidade dos alunos. / According to Foucault, sexuality is an historical device, which means that it has been composed through the history as a social invention of a particular time. The establishment of sexuality starts from the development in the discursive field about sex that includes the knowledge about it, as well its regulation through real productions. This work seeks to question the discourse of students, parents and teachers of high school, about the treatment of the issues of sexuality in school. The participants in this qualitative research study were mothers, teachers and students in a state public high school in Recife-PE, who were observed and interviewed. They received a visual stimulus with images of people and symbols, with different possibilities of interpretation on the theme sexuality and then heard a prompt question: how are the sexuality issues circulating in the school? Discussions were filmed only for analysis purposes, protecting the participants identity. The construction of the data indicated, among other things, that the speeches about this topic surroundedbythe participants in the school environment prioritize a sexuality crossed by the medical discourse, especially regarding to the preventive aspects. In addition, sex is treated as something that brings predominantly negative consequences to the young people and not a healthy part of life, especially in adolescence discoveries period. Although the discussion about sexuality has been considered by the National Curriculum Parameters (PCNs) as a cross-cutting issue, when questioned about who should deal with the topic in schools, teachers tend to delegate this task to a professional outside the school environment, especially the psychologist. At school these discussions take place predominantly in Biology classes and students emphasize the importance of this space to ask questions. They state that they dont have the opportunity to talk about it at home openly. The low frequency of parents/guardians in this school initially hindered the composition of the groups. In addition, only the mothers participated in this study, although the invitation was made also to other guardians. The discussion about sexuality and its consequences at school aims to contribute to new perspectives on the topic, as well as closer the dialogue between parents, teachers and students. Therefore, their speeches would not present themselves as isolated truths of each group, but interact opening the debate to a field of possibilities that contribute positively to the experience of sexuality of the students.

La présente recherche examine la relation entre d’une part, les facteurs du style parental et de la participation parentale au suivi scolaire et d’autre part, la réussite scolaire en classe ordinaire de troisième secondaire. L’étude a été réalisée auprès de 525 adolescents de la région de Québec-Appalaches à l’aide d’une adaption francophone du questionnaire conçu par Steinberg et ses collègues (1992) et de celui d’Epstein, Salinas et Connors (1993). Les résultats démontrent la contribution significative des trois facteurs du style parental, encadrement parental, encouragement à l’autonomie et engagement parental, à la prédiction du rendement scolaire. Il ressort également que plus les adolescents perçoivent leurs parents comme apportant du soutien affectif et communiquant peu avec les enseignants, meilleurs sont leurs résultats scolaires. Ces données réaffirment l’importance de développer une approche de prévention des conflits dans les relations entre l’école et les familles. Elles démontrent aussi l’influence prépondérante des parents sur la réussite scolaire, entre autres, au niveau secondaire. / Québec Université Laval, Bibliothèque 2019

La présente thèse porte sur l’adoption et l’évolution de conduites déviantes, qui correspondent autant aux troubles comportementaux qu’aux actes délinquants, chez 250 jeunes suivis pour troubles de comportement (TC) sérieux en vertu de la Loi sur la protection de la jeunesse (LPJ). Elle vise plus particulièrement à approfondir l’étude de l’association entre ces conduites et diverses caractéristiques de la dynamique familiale au cours de l’adolescence. La première étude vise à examiner les divers sous-groupes de jeunes déviants en milieu d’adolescence, particulièrement ceux qui adoptent des conduites déviantes violentes et non violentes, et d’identifier les caractéristiques familiales et individuelles associées à l’appartenance à chacun de ces sous-groupes. Une analyse de de régression logistique multinomiale mène à l’identification de variables permettant de prédire l’adoption de conduites déviantes violentes et non violentes, soit la présence de toxicomanie, le sexe masculin et des taux plus faibles de supervision parentale. Cette étude confirme la nécessité de considérer simultanément l’adoption de déviance violente et non violente dans les recherches futures. La deuxième étude vise à identifier les différentes trajectoires de déviance de jeunes présentant des conduites déviantes sanctionnées par les autorités en vertu de la Loi sur le système de justice pénale pour adolescents (LSJPA) au cours de l’adolescence et d’identifier les caractéristiques familiales et individuelles associées à l’appartenance à chacune de ces trajectoires. Les résultats de cette étude mettent en évidence quatre trajectoires de déviance; élevée, faible, modérée en diminution et variable. Une analyse de régression logistique multinomiale révèle que la trajectoire de déviance élevée est associée à des taux plus élevés de conflits familiaux et au fait que le premier délit soit commis à un âge plus tardif. Ces deux études confirment l’hypothèse d’hétérogénéité des sous-groupes de jeunes adoptant des actes déviants au cours de l’adolescence. La présente thèse souligne également la nécessité de poursuivre l’avancement des connaissances en ce qui a trait aux divers sous-groupes de jeunes à risque de déviance persistante à l’âge adulte et d’opter pour des interventions basées sur une évaluation initiale rigoureuse.

La présente recherche s'intéresse à la première fugue chez l'adolescent de son domicile familial. Elle vise à mieux comprendre le contexte dans lequel s'inscrit la fugue et à cerner le processus de réunification familiale qui fait suite à une fugue. L'analyse du discours de cinq jeunes et quatre de leur parent ayant vécu une première fugue est la démarche priorisée afin d'atteindre ses objectifs. L'approche systémique familiale et la situation de crise comme cadre d'analyse ont permis d'explorer le sens de la fugue et les dimensions de la réunification familiale. Le contexte familial, marqué par des relations parents-enfants conflictuelles, est la principale cause de la fugue chez les adolescents. Toutefois, la fugue s'inscrit aussi dans un contexte où les jeunes présentent des difficultés scolaires, avec les pairs et de consommation. Suite à la réunification familiale, la communication et les pratiques parentales sont les aspects les plus modifiés au sein des familles. L'expérience de fugue pour les jeunes et les parents comportent autant de points positifs que négatifs. Les résultats de cette étude mettent en évidence quelques pistes d'interventions à privilégier auprès des familles à risque ou en période de réunification familiale afin de diminuer les risques de récidives.

傳統性警察勤務的發展多以其自身的想法做為考量，為使更能充分顧及並反應民眾的需求；試著從青少年學生家長的角度出發，討論有關於社區及校園的治安需求與滿意度，期望能提供警政單位對青少年犯罪預防的實際作為，以及達到與民眾的對話互動溝通。本研究依據文獻回顧及實際訪問國中老師，研擬出本研究構面，包含家長個人特質、治安需求、治安滿意度及環境知覺等四大項，並以臺北縣三重市國民中學為取樣對象，共計發出1,400份問卷予學生家長，回收之有效問卷共計588份，有效回收率為52%。本研究發現如下所示： 1.透過因素分析可將治安需求歸納出七個因素內容，並命名為學生人際互動因素、上下學安全因素、校外犯罪因素、防範偏差行為因素、社區治安因素、犯罪責任因素及實質危害事件因素等。治安滿意度也可歸納出三項因素內容，並命名為社區治安因素、犯罪預防因素及治安勤務規劃因素等。 2.運用單因子變異數分析及雪費事後檢定，將家長個人特質與治安需求進行差異分析。研究發現：家長個人特質的不同，對於治安需求的內容項目，具有部分顯著差異。 3.利用單因子變異數分析及雪費事後檢定，將家長個人特質與治安滿意度進行差異分析。研究發現：家長個人特質的不同，對於治安滿意度的內容項目，具有部分顯著差異。 4.運用單因子變異數分析及雪費事後檢定，將家長個人特質與環境知覺進行差異分析。研究發現：家長個人特質的不同，對於環境知覺具有部分顯著差異。 5.透過相關分析的結果發現：治安需求與治安滿意度對於環境知覺整體上具有顯著相關。 透過本研究的實證結果，並提出建議，包含社區的互助合作、學校硬體設施的加強及相關課程的增加、警政單位的勤務改善以及貼近民眾需求和整體治安政策等。準此，本研究應具有實務應用之參考價值。 關鍵詞：青少年學生家長 治安需求 治安滿意度 環境知覺 三重市 國民中學 / The development of traditional police duty is mostly based on polices’ thoughts to fully tell and reflect the demand of general public.This study starts from the viewpoints of parents of adolescents to discuss the security demand and satisfaction of community and school hoping to provide police and government practical ways to prevent juvenile crime, and to reach the interactive communication with general public. This study is based on the review of information and real interviews with junior-high school teachers that analyze and propose the structure of this study, which includes four big aspects: parents’ personalities, security demand, security satisfaction, awareness of environment, and etc. Furthermore, this study is instantiated from public junior high schools in San-Chong City, Taipei County. The total questionnaire surveys issued are 1400 copies to students’ parents. The retrieved valid questionnaire surveys are 588 in total, and the retrieve rate is 52%. This study has found out as below shows: 1. Through factor analysis, security demand can be attributed to 7 factors of content, and are named as: students’ interactive factor of human relationship, safety factor of going to and returning from school, criminal factor outside school, prevention from factor of deviant behavior, factor of community security, and factor of crime responsibility and factor of real harmfulness incident. Security satisfaction can also be categorized into three factors of content and are named as: factor of community security, crime prevention factor, and factor of security routine plan. 2. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and security demand are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of security demand. 3. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and security satisfaction are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of security satisfaction. 4. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and awareness of environment are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of awareness of environment. 5. Through the results of relevant analysis, it reveals that security demand and satisfaction as to awareness of environment are obviously correlative. This study provides suggestions based on the empirical results, including mutual support and cooperation in the community, the improvement on the hardware facilities in school and the increment of relevant courses, and the improvement on polices’ and governments’ routines as to comply with general public needs and the suggestions on overall security policies. Therefore, this study provides valuable reference for application of police duty. Key Words：parents of adolescents security demand security satisfaction awareness of environment San-Chong City junior-high school

Titre :Valeurs personnelles, image de soi et représentation du père chez les adolescents de Kisangani.<p>Dissertation doctorale présentée en vue de l’obtention du grade de docteur en psychologie.<p>Par :Louis Muamba Ngalula<p><p>Résumé :<p>La présente étude a essayé de mettre en relation les valeurs personnelles, l’image de soi et la représentation du père par quelques adolescents d’une ville africaine :Kisangani en R. D. C.<p>217 sujets de sexe masculins, scolarisés et âgés de 15 à 18 ans, ont constitué l’échantillon de recherche. Ils ont été soumis à deux questionnaires différents. Le premier questionnaire examinait l’appréciation des valeurs personnelles dans sa première partie et dans sa deuxième partie il permettait d’obtenir des indices d’image de soi par soi. Le deuxième questionnaire permettait d’obtenir en peu de temps le climat relationnel entre parents et enfants. Un petit groupe de 17 sujets a fourni des récits de vie qui ont permit de contrôler le vécu quotidien de relations père fils.<p>Les résultats obtenus montrent que ces adolescents donnent une plus grande importance aux valeurs non scolaires, l’image de soi prend en compte par contre le système de valeurs scolaires et que le père est quant à lui perçu dans l’ensemble comme un personnage autoritaire, sévère et disciplinaire dans la constellation familiale.<p>Ces adolescents demandent que son image et son rôle soit révisé afin de la faire correspondre à leurs attentes. Ils font apparaître le personnage de la mère comme un refuge et rempart dans la vie du foyer pour plusieurs raisons qui couvrent la plage de la crise adolescentaire et la plage du vécu actuel de la vie courante dans une ville où domine une économie de la misère et de la faim.<p>Montrant ainsi que l'émergence de la parentalité comme une conséquence directe de la déstructuration des liens sociaux traditionnels par la modification de l'emploi du temps dans les ménages urbains.<p>Malgré les grandes communautés de point de vues, le système des valeurs présente quelques nuances, selon l'origine sociale et l'expérience éducative dont témoignent les sujets. La représentation de soi dépend essentiellement du système de valeurs dont se réclament les sujets. La représentation du père est quant à elle tributaire du système des valeurs dominant, tout comme elle aussi fonction du rôle que joue la mère dans la quotidienneté de la vie du foyer.<p><p>Title: Personal values, picture of one and representation of the father at teenagers of Kisangani.<p>Doctoral dissertation presented in view of a doctoral degree in psychology.<p>By :Louis Muamba Ngalula<p><p>Summary :<p>The present survey tried to examine the relation between the personal values, the self-concept and the representation of the father by some teenagers of an African city :Kisangani in DRC.<p>217 male participants, schooled and aged between 15 and 18, composed the research sample. They have been administered two different questionnaires. The first questionnaire examined the personal value in his/her/its first part and in his/her/its second parts it offered indications of he self-concept. The second questionnaire permitted to succinctly examine the relationship between parents and children. A small group of 17 subjects has provides live narratives that have permitted to control the experience of father-son relationships.<p>The results show that these teenagers devote a greater importance to extracurricular values, the self-concept takes on the other hand in account the school value system and that the father is perceived on the whole like an authoritative, stern and disciplinary character in the family.<p>These teenagers ask that his image and his role be reviewed in order to fit their expectations. They make the mother's character appear like a shelter and rampart in home life for several reasons that include the adolescent crisis and current life in a city where an economy of misery and hunger dominate. In so doing, this study shows that the emergence of parentality as a direct consequence of the traditional social ties through their destruction by the modification of schedules in urban households.<p>In spite of the big commonalities of viewpoints, the system of values presents some nuances, as function of the social origin and the educational experience mentioned by participants. The self-concept essentially depends on the value system claimed by the subjects. The representation of the father is dependent on the prevailing value system, which both depend on the role played by the mother in daily home life. / Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Made available in DSpace on 2017-06-01T18:29:28Z (GMT). No. of bitstreams: 1 virginia_cavalcanti_pinto.pdf: 1069106 bytes, checksum: f6f00d97cd306ee345a04d5bb77a30f0 (MD5) Previous issue date: 2016-03-08 / According to Foucault, sexuality is an historical device, which means that it has been composed through the history as a social invention of a particular time. The establishment of sexuality starts from the development in the discursive field about sex that includes the knowledge about it, as well its regulation through real productions. This work seeks to question the discourse of students, parents and teachers of high school, about the treatment of the issues of sexuality in school. The participants in this qualitative research study were mothers, teachers and students in a state public high school in Recife-PE, who were observed and interviewed. They received a visual stimulus with images of people and symbols, with different possibilities of interpretation on the theme sexuality and then heard a prompt question: how are the sexuality issues circulating in the school? Discussions were filmed only for analysis purposes, protecting the participant s identity. The construction of the data indicated, among other things, that the speeches about this topic surroundedbythe participants in the school environment prioritize a sexuality crossed by the medical discourse, especially regarding to the preventive aspects. In addition, sex is treated as something that brings predominantly negative consequences to the young people and not a healthy part of life, especially in adolescence discoveries period. Although the discussion about sexuality has been considered by the National Curriculum Parameters (PCNs) as a cross-cutting issue, when questioned about who should deal with the topic in schools, teachers tend to delegate this task to a professional outside the school environment, especially the psychologist. At school these discussions take place predominantly in Biology classes and students emphasize the importance of this space to ask questions. They state that they don t have the opportunity to talk about it at home openly. The low frequency of parents/guardians in this school initially hindered the composition of the groups. In addition, only the mothers participated in this study, although the invitation was made also to other guardians. The discussion about sexuality and its consequences at school aims to contribute to new perspectives on the topic, as well as closer the dialogue between parents, teachers and students. Therefore, their speeches would not present themselves as isolated truths of each group, but interact opening the debate to a field of possibilities that contribute positively to the experience of sexuality of the students. / Para Foucault a sexualidade é um dispositivo histórico , ou seja, se constitui no movimento da história, sendo uma invenção social de um determinado tempo. Sua constituição se dá a partir das construções no campo discursivo sobre o sexo que abarca os saberes sobre ele, bem como sua normatização e regulação social através das produções de verdade. Este trabalho busca problematizar os discursos de alunos, mães e professores do Ensino Médio, acerca do tratamento dado às questões de sexualidade na escola. Para isto, tomou para participantes mães, professores e alunos de uma escola pública da rede estadual de ensino de nível médio da cidade do Recife. Trata-se de uma pesquisa de natureza qualitativa que utiliza como técnicas a observação participante e a entrevista de grupo focal. Os grupos foram formados por professores, mães e alunos da referida escola. Os participantes receberam um estímulo visual de imagens, de pessoas e símbolos, com variadas possibilidades de interpretação sobre o tema sexualidade e em seguida ouviram uma pergunta disparadora: como as questões sobre sexualidade circulam na escola? As discussões foram filmadas apenas para fins de análise, resguardando-se o sigilo total sobre a identidade dos participantes. A riqueza da discussão desse grupo heterogêneo possibilitou a aproximação do assunto com a realidade vivenciada pelos participantes. A construção dos dados indicou, entre outras questões, que os discursos de saber sobre a temática que perpassam os participantes no ambiente escolar priorizam uma sexualidade atravessada pelo discurso médico biologizante, especialmente no que diz respeito aos aspectos preventivos. Além disto, o sexo é tratado como algo que traz consequências predominantemente nocivas ao jovem e não como algo saudável que faz parte da vida, sobretudo no período de descobertas da adolescência. Os participantes referem que os discursos que circulam na escola sobre a temática são contraditórios: ora são incentivadores de uma prática da sexualidade, pois entendem que falar sobre o assunto é estimular a prática sexual, ora visam apenas à prevenção de doenças. Apesar da discussão sobre sexualidade ser considerada pelos Parâmetros Curriculares Nacionais (PCNs) como um tema transversal, quando questionados a respeito de quem deveria tratar o tema nas escolas, os professores tendem a delegar esta tarefa a um profissional exterior ao ambiente escolar, sobretudo ao psicólogo. Na escola estas discussões acontecem, predominantemente, nas aulas de biologia e os alunos reforçam a importância deste espaço para tirar dúvidas, pois afirmam não conseguir dialogar abertamente sobre o assunto em casa. Não é comum a frequência dos pais/responsáveis nesta escola, fato que dificultou inicialmente a composição dos grupos. Além disso, em sua formação, contamos apenas com a participação de mães, apesar do convite ter sido feito, também, aos pais. A discussão sobre a sexualidade e seus desdobramentos na escola visa contribuir para novas perspectivas de trato sobre o tema, além de aproximar o diálogo entre pais, professores e alunos de modo que seus discursos não se apresentem como verdades isoladas de cada grupo, mas que possam interagir abrindo o debate para um campo de possibilidades que contribua positivamente para a vivência da sexualidade dos alunos.