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The purpose of the study was to explore the complex ways in which chemsex and internalised homophobia may be linked. The study sought to: Elucidate the concept of internalised homophobia; determine the challenges experienced by gay men and how psychoactive drugs influence their sexual relationships with other men; and also explore a possible relationship between chemsex and internalised homophobia. The study hopes to contribute to a better understanding of the challenges that are faced by gay people and the reasons why some gay men participate in chemsex. A total of eleven participants were identified from an LGBTIQ+ friendly drug rehabilitation centre and a gay bath house in Cape Town. A qualitative approach was used to conduct the study by conducting semi structured interviews with each participant. The theoretical framework used to elucidate the concept of internalised homophobia among the LGBTIQ+ community was underpinned by the minority stress model. This model was used to explain the concepts of homophobia and internalised homophobia. The methodological framework used was qualitative research, which focuses on the stories of individuals and is concerned with the social construction of the individual’s life, and specifically Thematic Analysis which assisted in identifying patterns or themes in people’s accounts. The findings were that even though there is a relationship between internalise homophobia and chemsex, there are many other factors and influences that play a role, such as the individuals' backgrounds, their experiences in coming out as gay, and other life circumstances. In conclusion, the study suggests that there is much more that can be done to break down the stigma and prejudice facing the LGBTIQ+ community, which is a first step towards addressing the chemsex phenomenon and related psychological consequences. / Psychology / M.A. (Psychology)

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Thèse de doctorat présenté en vue de l'obtention du doctorat en psychologie - recherche intervention, option psychologie clinique (Ph.D) / Les troubles de santé mentale représentent un enjeu important pour la société et peuvent se manifester dès la petite enfance. Plusieurs facteurs peuvent jouer un rôle important dans l’adaptation actuelle et future de ces jeunes enfants. Cette thèse se centre principalement sur le rôle de l’intelligence auprès d’une population d’enfants marqués par des difficultés sévères. Il importe de comprendre pourquoi certains enfants fonctionnent mieux que d’autres et comment l’intelligence peut avoir un impact sur ce plan. Les résultats de l’étude 1 ont bonifié ceux des recherches précédentes, montrant que les enfants d’âge préscolaire présentant divers troubles mentaux ont, en moyenne, un développement intellectuel altéré, plus particulièrement dans le domaine verbal. Les capacités intellectuelles pouvaient se regrouper en 4 catégories similaires. Trois d’entre elles étaient caractérisées par des capacités intellectuelles globales soient faibles, moyennes ou élevées. Le dernier groupe était caractérisé par un déficit verbal. Les résultats ont également révélé que les diagnostics des enfants n’étaient pas liés à un profil d’intelligence spécifique. Les résultats de l’étude 2 ont montré que les enfants présentant des difficultés langagières expressives ou réceptives légères avaient plus de problèmes de comportement extériorisés que les enfants présentant des difficultés langagières sévères. De plus, les enfants avec des difficultés langagières expressives légères présentent davantage de problèmes de comportements intériorisés, alors qu’aucune association n’a été trouvée pour les difficultés langagières réceptives. Cependant, l'intelligence non-verbale n'a pas modéré l'association entre le langage et les problèmes de comportement. Les implications théoriques et pratiques de cette thèse pour les enfants et les personnes les accompagnant, de même que ses limites et des directions pour des recherches futures, sont discutées. / Mental health disorders are an important issue for society, and can manifest in early childhood. Several factors can play an important role in the current and future adaptation of these young children. This thesis focuses primarily on the role of intelligence in a population of children marked by severe difficulties. It is therefore essential to understand why some children adapt better than others and how intelligence can have an impact. Results from study 1 enhanced those of previous research by showing that preschool children with various mental disorders generally have impaired intellectual development, particularly in the verbal domain. Intellectual abilities could be grouped into 4 similar categories. Three of these were characterized by either low, medium or high overall intellectual ability. The last group was characterized by a verbal deficit. The results also revealed that the children's diagnoses were not related to a specific intelligence profile. Results from study 2 showed that children with mild expressive or receptive language difficulties had more externalizing behavior problems than children with severe language difficulties. Moreover, children with mild expressive language difficulties had more internalizing behavior problems, while no association was found for receptive language difficulties. However, non-verbal intelligence did not moderate the association between language and behavioural problems. Theoretical and practical implications of this thesis for children and carers, as well as its limitations and directions for future research, are discussed.

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現今國中學生寫作動機與作文品質不佳是國內普遍的現象，而學校是國中學生的主要學習場所，因此本研究的探討旨趣在於瞭解校園中的三個主體：學生、同儕與教師，即文化資本、同儕互動以及內化判準，與國中學生寫作動機以及作文品質間的關係；並進一步瞭解國中生的文化資本、同儕互動、內化判準對寫作動機的預測情形以及前述四者對作文品質的預測情形。 本研究以163位國中二年級學生為研究對象，研究工具包括：研究者自編的「文化資本量表」、「同儕互動量表」、「內化判準量表」、「寫作動機量表」以及「作文評定量表」。此外，本研究以因素分析、信度分析、t考驗、單因子變異數分析、皮爾遜積差相關分析、典型相關分析以及多元迴歸分析進行量表與研究假設的驗證。 研究結果顯示： 1.當國中生擁有愈多的文化資本，其寫作動機也會愈高；而國中生擁有的文化資本多寡，與其作文品質無明顯的關係存在。 2.當國中生與同儕的互動頻率愈高時，會有愈高的寫作動機，且會有愈良好的作文品質。 3.當國中生對寫作判準的認同程度愈深時，會有愈高的寫作動機，且其作文品質會愈良好。 4.當國中生的寫作動機愈高時，其作文品質也會愈良好。此外，當國中生的寫作訊息性動機愈高時，其作文中也會有愈良好的新穎性表現；而國中生的寫作內在動機與控制性外在動機對作文中的新穎性表現沒有顯著的影響。 5.國中生已認同判準以及文化資本能顯著預測國中生的寫作動機，且國中生已認同判準是最主要的預測變項。 6.國中生已認同判準、訊息性外在動機以及同儕互動能顯著預測國中生的作文品質，且國中生已認同判準是最主要的預測變項。 為促成國中學生寫作動機以及作文品質之有效提升，本研究最後根據研究結果，對國民中學與國中教師提出幾點實務上之建議： 1.國中校園應多提供豐富的語文物理環境，並鼓勵學生多加運用；此外，鼓勵學生多參與多元的活動，累積生活經驗。 2.鼓勵國中同儕間建立分享的寫作學習社群，並積極地和同儕討論生活見聞。 3.協助學生掌握寫作領域中的批判性原則與標準。 4.著重國中生之寫作訊息性外在動機以及內在動機的培養。 並從研究議題與研究設計兩方面提出建議，作為後續研究之參考。 關鍵字：文化資本、同儕互動、內化判準、寫作動機、作文品質 / Low writing motivation and inferior composition quality has been a general phenomenon for current junior high students. In view of school as the main learning field, this research is to investigate how writing motivation and composition quality are related with cultural capital, peer interaction as well as writer’s internalized criteria, how the writing motivation is predicted by cultural capital, peer interaction as well as writer’s internalized criteria, and how the composition quality is predicted by cultural capital, peer interaction, writer’s internalized criteria and writing motivation. There are 163 students of grade 8 joining in this research. Five self-reported questionnaires, which are “cultural capital scale”,“peer interaction scale”,“writer's internalized criteria scale”, “writing motivation scale” and “composition quality scale” , designed by the researcher, were utilized to measure each variable respectively. Factor analysis, Cronbach alpha, t-test, ANOVA, Pearson relation coefficient, canonical correlation analysis and multiple regression were conducted to validate the questionnaires and verify the hypotheses. The results were as follows: 1. The more cultural capital, the higher the writing motivation were. However, cultural capital was not related with composition quality. 2. The junior high students, who interacted with classmates more frequently, have higher writing motivation and better composition quality. 3. The more important students identified the writing criteria, the better composition quality were. 4. When students owned higher writing motivation, their compositions also have better quality. Besides, when students have higher informational extrinsic motivation, their compositions were found more novel. However, neither of the intrinsic writing motivation nor controlling extrinsic motivation impacted the novel performance. 5. Both identified writing criteria and cultural capital were able to predict writing motivation significantly, the former variable is the most important one. 6. Composition quality was able to be explained by identified writing criteria, information extrinsic motivation and peer interaction significantly. Identified writing criteria is the most important variable among them. Based on our results, several suggestions were raised for the practical application of teachers. 1. The campus should be generated as an abundant linguistic surroundings and the school should encourage students to utilize those resources more frequently. Besides, school should inspired students to participate the various activities so as to enrich the living experiences. 2. The writing community should be encouraged to establish for sake of share of learning experience. The discussion regarding living experiences among classmates should also be promoted. 3. To help the students mater the critical principles and standard in writing field. 4. To generate both intrinsic and informational extrinsic motivation for junior high students. Keywords: cultural capital, peer interaction, writer's internalized criteria, writing motivation, composition quality

Exposés à de multiples facteurs de risque avant et pendant le placement, les enfants placés présentent une prévalence élevée de troubles intériorisés. Ces troubles peuvent entraver leur intégration familiale, sociale et scolaire. L’objectif de ce mémoire est de tracer un portrait des enfants placés présentant des troubles intériorisés afin de mieux les repérer pour ainsi mieux les soutenir, ainsi que les adultes qui en prennent soin. L’échantillon est composé de 62 enfants, âgés de 10 à 12 ans, placés en famille d’accueil régulière et impliqués dans le projet S’Occuper des Enfants (SOCEN). Les données analysées proviennent du Cahier d’évaluation et de suivi (CÉS-C2), outil clinique (avec mesures standardisées) dans lequel l’intervenant, le parent d’accueil et l’enfant inscrivent des informations sur différents aspects du développement de l’enfant. Des variables relatives au placement ainsi que d’autres portant sur l’intégration familiale, sociale et scolaire de l’enfant placé sont mises en relation avec les scores de la sous-échelle des symptômes émotionnels du Strengths and Difficulties Questionnaire à l’aide de corrélations de Pearson et d’ANOVA. Près de 19% des 62 enfants éprouvent des symptômes émotionnels élevés. Les résultats révèlent la forte présence de troubles extériorisés (troubles hyperactifs, troubles de la conduite) chez les enfants placés présentant des symptômes émotionnels élevés. Ces enfants éprouvent aussi plus de problèmes avec les pairs. Ceux qui ont vécu plus de trois placements présentent davantage de symptômes émotionnels élevés. / Exposed to multiple risk factors prior and during the placement, foster children have a high prevalence of internalizing disorders. These disorders can interfere with their ability to integrate with their foster family and to participate in social and school activities. The aim of this thesis is to draw a picture of children with high emotional symptoms, a proxy of internalizing disorders, in order to better identify and to better support them as well as adults who care for them. The sample consists of 62 children, aged between 10 and 12 years old in family foster care and involved in the project Looking After Children (LAC). The analyzed data come from the Assessment and Action Record (AAR-C2), a clinical tool (with standardized measures) in which the social worker, the foster parent and the child recorded information on various aspects of child development. Variables related to placement of foster children, along with other variables related to their familial, social, and school integration were related to the scores of the emotional symptoms subscale of the Strengths and Difficulties Questionnaire with Pearson correlations and ANOVAs. Nearly 19% of the 62 children experience high emotional symptoms. The results reveal the strong presence of externalizing disorders (hyperactivity disorder, conduct disorder) in foster children with high emotional symptoms. These children also experience more problems with peers. Those who lived more than three placements have more severe emotional symptoms.