Acceptance by a parental figure is one of the most important protective factors for LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer) youth and young adults (e.g., Ryan, 2009, 2010). Lack of parental acceptance may lead to a disruption in parent-child relationships and may increase risk for maladaptive behaviors and poorer psychosocial outcomes in LGBTQ youth (e.g., Bouris et al., 2010). Researchers have called for more inclusive samples and methods to better understand the experiences of families from diverse ethnic and racial backgrounds (e.g., Heatherington & Lavner 2008). Specific to Latinas/os, cultural factors and theoretically informed interventions that facilitate parental acceptance need systematic investigation (e.g., Ryan, 2009, 2010). The purpose of this study was threefold: (a) examine the cultural strengths and challenges that influence Cuban-American and Puerto Rican parental figures’ journey toward accepting their LGBTQ child; (b) explore how these parental figures reach acceptance; and (c) assess for the impact of an expressive writing (EW) exercise on the affect of these parental figures. Interpersonal acceptance-rejection theory (IPART) and family stress theory were used as a frame for the analysis of the process of acceptance toward one’s LGBTQ child in this sample of Cuban-American and Puerto Rican parental figures. Thirty participants completed a writing intervention after the initial prescreening. The writing intervention asked participants to write a letter about their journey toward accepting their LGBTQ child, including the aspects of their heritage, cultural beliefs, and values that facilitated this process. Thematic analysis (Braun & Clarke, 2006, 2013) guided the research design and analysis. The following themes helped parental figures accept their child: (a) family (support, maintaining family unity); (b) interactions with LGBTQ people; (c) resisting and embracing Latina/o gender norms (caballerismo, marianismo); (d) cultural dissonance; and (e) immigration and the American dream. In addition, the following themes described the process of how these parental figures navigated acceptance toward their child: (a) noticing and attempting to change gender atypical behaviors and/or presentation; (b) initial reactions (negative reactions, immediate acceptance); (c) adjusting to the child’s LGBTQ identity; (d) seeking out resources about LGBTQ identity; (e) increasing awareness of LGBTQ oppression; (f) reframing religious and/or spiritual values and beliefs and working through religious and/or spiritual conflict; (g) coping and reframing machismo; (h) balancing family dynamics; (i) highlighting the positive identities in one’s child; (j) learning lessons from one’s child; and (k) benefitting from acceptance. Pre and post affect ratings using the writing intervention illustrated that Cuban-American parental figures were significantly happier and less anxious after writing their acceptance narrative. Although not statistically significant, Puerto Rican parental figures reported increased happiness and decreased anxiousness after writing their acceptance narrative. Implications for psychological practice with Latina/o parents who recently learned about their child’s LGBTQ identity will be discussed.

This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.

Certaines difficultés entourant la planification, l’organisation des informations ainsi que la gestion des ressources humaines ou matérielles seraient fréquemment observées chez les élèves qui ont de faibles résultats scolaires (Anderson et al., 2008). Toutefois, l’enseignement et la mise en pratique de stratégies cognitives et de stratégies d’autorégulation permettraient aux élèves de développer des habiletés leur permettant de mieux réussir à l’école (Anderson et al., 2008; Malmberg et al., 2013). Dans les écoles alternatives québécoises, la pédagogie par projet est vécue par tous les élèves (RÉPAQ, 2019). Le projet est une occasion privilégiée pour l’enseignant de mettre en place des moyens personnalisés pour que les élèves développent des stratégies afin de surmonter leurs difficultés. Sachant que certains élèves peuvent avoir de la difficulté à déployer des stratégies qui leur permettent d’autoréguler leur apprentissage, (Butler et Cartier, 2018; Cartier et Butler, 2016) la question qui guide la présente recherche est la suivante : Comment un élève ayant des difficultés entourant l’organisation et la gestion des ressources autorégule-t-il son apprentissage dans un projet tel que mis de l’avant dans une école publique alternative au Québec ? Pour notre étude de cas de type qualitatif, nous avons suivi une élève de neuf ans pendant qu’elle travaillait à un projet d’écriture dans une école alternative au Québec. Nous avons réalisé trois entretiens avec cette élève et avons aussi rencontré son enseignante et l’orthopédagogue qui mettent en place des moyens d’intervention et d’enseignement de l’écriture qui permettent à leur élève de progresser dans son projet. Afin de compléter notre analyse, nous avons consulté les documents de travail de l’élève et nous avons aussi analysé l’autoévaluation de son projet. Les résultats qui découlent de cette étude nous permettent de décrire comment l’élève arrive à atteindre ses objectifs pour son projet d’écriture en recevant du support et en utilisant des moyens mis en place pour elle en plus des outils qui sont à sa disposition. Nous expliquons comment l’élève qui a des difficultés à autoréguler des tâches et des ressources travaille pour surmonter les défis qu’elle rencontre pendant son projet d’écriture afin de satisfaire aux attentes de son enseignante qui souhaite la faire progresser dans sa compétence à écrire. / Difficulties in planning, organizing information, and managing human and material resources are frequently observed in students with low academic achievement (Anderson, Munk, Young, Conley, & Caldarella, 2008). Teaching and practicing cognitive and self-regulation strategies would enable students to develop skills that would allow them to do better in school (Anderson et al., 2008; Malmberg, Järvenoja, & Järvelä, 2013a). In Quebec alternative schools, project-based pedagogy is experienced by all students (RÉPAQ, 2019). The project is a privileged opportunity for the teacher to implement personalized means for students to develop strategies to overcome their difficulties. Knowing that some students may have difficulty deploying strategies that allow them to self-regulate their learning, (Butler & Cartier, 2018; Cartier & Butler, 2016) the question that guides this research is: How does a student with difficulties surrounding the organization and management of resources self-regulate his or her learning in a project as implemented in an alternative public school in Quebec? For our qualitative case study, we followed a nine-year-old student as she worked on a writing project in an alternative school in Quebec. We conducted three interviews with this student and also met with her teacher and the specialized teacher who are implementing writing interventions and instruction that enable their student to progress on her project. In order to complete our analysis, we also consulted the student's work documents and analyzed the self-evaluation of his project. The results of this study allow us to describe how the student achieves her goals for her writing project by receiving support and using the resources set up for her. We explain how the student who has difficulty self-regulating tasks and resources works to overcome the challenges she encounters during her writing project in order to meet the expectations of her teacher who wants to improve her writing skills.