Les enfants en situation de handicap ont souvent besoin de soutien supplémentaire pour favoriser leur intégration sociale et leur bien-être en camps de jour (Brookman, 2003; Edwards & Smith, 1989; Murphy et al., 2008; Siperstein, 2009). Pour répondre à ce besoin, les accompagnateurs d’enfants en situation de handicap doivent avoir une formation adéquate pour les préparer à leur rôle de soutien (Baldwin et al., 2010; Ko et al., 2012; Lawrence et al., 2006; Wahl-Alexander, 2017; Waller et al., 2017). Cette recherche avait pour but de comparer une formation synchrone et une formation autoguidée en ligne du point de vue des habiletés, de l’anxiété et de la détresse psychologique de 34 accompagnateurs dans le cadre d’un essai randomisé contrôlé. L’acceptabilité sociale de la formation autoguidée en ligne a aussi été comparée à celle de la formation synchrone. Les résultats indiquent qu’il n’y avait pas de différence dans les habiletés acquises, l’anxiété et la détresse psychologique des participants entre le pré-test et le post-test, peu importe leur modalité de formation. L’acceptabilité sociale était aussi la même dans les deux groupes de participants. D’autres études doivent être réalisées avec un plus grand échantillon, mais les résultats actuels suggèrent que la formation autoguidée en ligne serait au moins équivalente à la formation synchrone. Pour la pratique psychoéducative, cette conclusion soulève la possibilité de mettre en place de nouvelles modalités d’intervention. / Children with disabilities often need extra support to promote their social integration and well-being in day camps (Brookman, 2003; Edwards & Smith, 1989; Murphy et al., 2008; Siperstein, 2009). To meet this need, counsellors that support children with disabilities must have adequate training to prepare them for this role (Baldwin et al., 2010; Ko et al., 2012; Lawrence et al., 2006; Wahl-Alexander, 2017; Waller et al., 2017). The purpose of this study was to compare the effects of a synchronous training and a self-guided online training on the skills and well-being of 34 counsellors using a randomized controlled trial. The social validity of the self-guided online training was also compared to the one of the synchronous training. The results show that there were no differences in the basic skills or the psychological well-being of the participants when comparing both training modalities. Social validity scores were also similar across both groups. The results of this Master’s thesis suggest that the self-guided online training would be at least equivalent to the synchronous training. However, studies with larger sample sizes are needed to replicate these findings. Implications for the field of psychoeducation include initial support for the use of new and diversified intervention methods.

Energy management systems (EMSs), implemented in the electronic control unit (ECU) of an actual vehicle with electri ed powertrain, is a much simpler version of the theoretically developed EMS. Such simpli cation is done to accommodate the EMS within the given memory constraint and computational capacity of the ECU. The simpli cation should ensure reasonable performance compared to theoretical EMS under real-life driving scenarios. The process of simpli cation must be effective to create a versatile and utilitarian EMS. The reinforcement learning-based controllers feature pro table characteristics in optimizing the performance of controllable physical systems as they do not mandatorily require a mathematical model of system dynamics (i.e. they are model-free). Quite naturally, it can aspired to testify such prowess of reinforcement learning-based controllers in achieving near-global optimal performance for energy management system (supervisory) of electri ed powertrains. Before deployment of any supervisory controller as a mainstream controller, they should be essentially scrutinized through various levels of virtual simulation platforms with an ascending order of physical system emulating-capability. The controller evolves from a mathematical concept to an utilitarian embedded system through a series of these levels where it undergoes gradual transformation to finally become apposite for a real physical system. Implementation of the control strategy in a Simulink-based forward simulation model could be the first stage of the aforementioned evolution process. This brief will delineate all the steps required for implementing an reinforcement learning-based supervisory controller in a forward simulation model of a hybrid electric vehicle. A novel framework of loss-minimization based instantaneous optimal strategy is introduced for the energy management system of a multi-mode hybrid electric powertrain in this brief. The loss-minimization strategy is flexible enough to be implemented in any architecture of electrified powertrains. It is mathematically proven that the overall system loss minimization is equivalent to the minimization of fuel consumption. An online simulation framework is developed in this article to evaluate the performance of a multi-mode electrified powertrain equipped with more than one power source. An electrically variable transmission with two planetary gear-set has been chosen as the centerpiece of the powertrain considering the versatility and future prospects of such transmissions. It is noteworthy to mention that a novel architecture topology selected for this dissertation is engendered through a series of rigorous screening process whose workflow is presented here with brevity. One of the legitimate concern of multi-mode transmission is it's proclivity to contribute discontinuity of power-flow in the downstream of the powertrain. Mode-shift events can be predominantly held responsible for engendering such discontinuity. Advent of dynamic coordinated control as a technique for ameliorating such discontinuity has been substantiated by many scholars in literature. Hence, a system-level coordinated control is employed within the energy management system which governs the mode schedule of the multi-mode powertrain in real-time simulation. / Thesis / Doctor of Philosophy (PhD)