L’objectif général de cette thèse était d’explorer le développement personnel de jeunes à risque de délinquance et de décrochage scolaire à travers leur participation à un programme d’intervention psychosociale nommé « Bien dans mes Baskets » (BdmB). Ce programme utilise le basketball parascolaire comme outil d’intervention et il a comme particularité qu’une bonne partie de ses entraineurs-intervenants détiennent une formation professionnelle en travail social ou domaines connexes. Cette thèse présente les résultats de trois études faisant partie d’un projet de recherche plus vaste portant sur l’évaluation du programme BdmB. Une première étude a exploré le processus de transfert, à d’autres domaines d’activités, des habiletés de vie ciblées par le programme BdmB. Des entretiens semi-directifs ont été réalisés auprès de 14 anciens participants et sept anciennes participantes du programme. Nos résultats suggèrent que trois principaux facteurs semblent avoir joué un rôle dans le processus de transfert des habiletés de vie développées au sein de BdmB, soit la présence de contextes favorisant l’apprentissage expérientiel, la valeur relative accordée aux différents domaines d’activités et la trajectoire de vie. Il ressort également de nos données qu’au-delà du processus de transfert sur une base individuelle, il est possible qu’un transfert puisse s’opérer dans la communauté. L’objectif de la deuxième étude était d’explorer comment et dans quelle mesure les expériences au sein de BdmB ont pu servir de levier au processus d’empowerment. Des entretiens semi-directifs ont été réalisés auprès de sept anciennes participantes de BdmB. Nos résultats suggèrent que la pratique sportive, combinée à une intervention psychosociale, peut contribuer au développement d’un plus grand contrôle sur sa vie. Cette amélioration serait la résultante cumulative de divers apprentissages, dont le développement et le transfert d’habiletés de vie et la capacité à résister aux influences externes négatives présentes dans leurs milieux de vie respectifs, ainsi que l’impact positif des expériences vécues au sein de BdmB sur la persévérance scolaire et les aspirations professionnelles. Une troisième étude avait pour objectif d’évaluer l’impact du programme BdmB sur le sentiment d’appartenance à l’école et la perception de soutien social. Un devis quasi expérimental a été utilisé pour évaluer l’impact du programme auprès des athlètes-étudiants(es) actuels. Le groupe d’intervention était composé des athlètes-étudiants de BdmB et les groupes de comparaison étaient constitués des étudiants de la même école ne participant pas au programme et pratiquant ou non un autre sport. Les individus ont été sondés à deux reprises à l’aide d’un questionnaire auto administré sur une période de deux années scolaires. Les résultats de l’étude indiquent que le groupe BdmB a développé un meilleur sentiment d’appartenance et a perçu un meilleur soutien social par rapport aux groupes de comparaison. / The main objective of this thesis was to explore the personal development of youth at risk of delinquency and dropout through their involvement in a psychosocial intervention program named "Bien dans mes baskets" (BdmB). This program uses extracurricular basketball as an intervention tool among youth facing various difficulties. It is worth noting that almost all the coaches have professional training in social work or related fields. This thesis presents the results of three studies as parts of a broader research project dealing with the evaluation of the BdmB program. The first study explored the transfer process of the life skills targeted by the BdmB program to other activity fields. Semi-structured interviews were conducted with 14 men and seven women former athlete-students. Our results suggest that, throughout the adult life, three main factors seem to have played a role in the transfer process involving life skills developed as part of BdmB, namely the presence of contexts favoring experiential learning, the relative value granted to the different activity fields and the life trajectory. Our data also shows that beyond the transfer process on an individual scale, a transfer can also occur within the community. The aim of the second study was to explore how participation in BdmB could foster the process of empowerment. Semi-structured interviews were conducted with seven former female participants of BdmB. Our results suggest that a team sport can lead to empowerment through positive socialization, especially when combined with psychosocial intervention. This improvement was most likely the result of cumulative learning experiences including the development and transfer of life skills, the capacity to resist negative external influences as well as the positive impact of experiences in BdmB on their academic aspirations and persistence. The aim of the third study was to evaluate the impact of BdmB program on sense of belonging to school and the presence of social support. A quasi-experimental design was used to evaluate the impact of the program among current participants. The intervention group consisted of the athlete-students of BdmB and the comparison groups consisted of the students from the same school who are not participating in the program, and taking into account whether they are involved or not in sport participation. Individuals were surveyed two times using a self-administered questionnaire over a period of two academic years. Results indicate that the intervention group has developed a better sense of belonging to school and has a better social support compared to comparison groups.

A prevalência de problemas de saúde mental em crianças vem aumentando ao longo dos anos. Atualmente os transtornos de ansiedade são os mais prevalentes na infância; o estresse tem se tornado um problema cada vez mais frequente na população infantil; e grande parte dos casos de depressão na vida adulta tiveram início na infância. Por todos esses problemas que permeiam o desenvolvimento infantil, é importante a criação de práticas que previnam essas dificuldades e promovam a saúde mental em crianças. As Habilidades Sociais (HS) e para a Vida (HV) são partes importantes do contexto de promoção de saúde infantil, contribuindo para um enfrentamento saudável diante das demandas cotidianas. É nesse contexto que os conhecimentos advindos dos estudos da Terapia Cognitivo-Comportamental (TCC) podem ser importantes para o desenvolvimento de programas de promoção de saúde mental e prevenção aos transtornos mentais na infância. O objetivo geral do presente trabalho foi avaliar o Programa de Promoção de Habilidades para a Vida (PRHAVIDA) em grupo de crianças em contexto escolar, visando investigar seus efeitos sobre as medidas de ansiedade, estresse, depressão e HS. O PRHAVIDA tem como principal propósito a promoção de saúde mental para grupo de crianças e adolescentes em contexto escolar, por meio do treinamento de HS e HV, embasado na abordagem Cognitivo-Comportamental. A pesquisa envolveu um delineamento quase-experimental, com uma metodologia pré e pós-teste com grupo lista de espera não equivalente com adição do delineamento cruzado e correlacional preditivo. Utilizou-se de dados secundários. Foram incluídas na amostra os dados referentes a 87 crianças de 8 a 10 anos que participaram do PRHAVIDA entre os anos de 2012 e 2015. Os instrumentos utilizados no estudo foram Spence Childrens Anxiety Scale, Escala de Estresse Infantil, Inventário de Depressão Infantil e Inventário Multimídia de Habilidades Sociais em Crianças. Os resultados evidenciaram que após a intervenção houve redução nos sintomas de depressão, ansiedade generalizada e adequação da agressividade, e aumento da adequação da assertividade. Além disso, foi identificado que a reação psicológica com componente depressivo pode predizer a ausência da assertividade juntamente com sintomas obsessivos-compulsivos que predizem a assertividade e a ausência da adequação da passividade. O estudo apresentou resultados importantes que podem contribuir para o aperfeiçoamento do programa e sugerindo caminhos para novos estudos de promoção de saúde e prevenção de transtornos mentais na infância. / The prevalence of mental health problems in children has increased over the years. Currently anxiety disorders are the most prevalent in childhood; stress has become an increasingly common problem in children; and most cases of depression in adulthood began in childhood. For all these problems that pervade child development, it is important to create practices that prevent these difficulties and promote mental health in children. Social Skills (SS) and Life (LS) are important parts of child health promotion context, contributing to a healthy coping in the face of everyday demands. In this context, the knowledge derived from studies of cognitive-behavioral therapy (CBT) may be important for the development of mental health promotion and prevention of mental disorders in childhood. The aim of this study was to evaluate the Life Skills Promotion Program (PRHAVIDA) in group of children in schools, in order to investigate their effects on measures of anxiety, stress, depression, and HS. The PRHAVIDA has as main purpose the promotion of mental health group of children and adolescents in schools, through the HS and HV training, based on cognitive-behavioral approach. The research involves a quasi-experimental design with methodology pre and post-test with the waiting list group not equivalent with the addition of cross-over design and correlational predictive. Used secondary data. They were included in shows the data for 87 children aged 8 to 10 years who participated in the PRHAVIDA between the years 2012 and 2015. The instruments used in the study were Spence Children\'s Anxiety Scale, Child Stress Scale, Children\'s Depression Inventory and Inventory Multimedia Social Skills in Children. The results showed that after the intervention there was a reduction in symptoms of depression, generalized anxiety and adequacy of aggression, and increase the adequacy of assertiveness. In addition, it was identified that the psychological reaction with depressive component can predict the absence of the assertion along with obsessive-compulsive symptoms that foretell assertiveness and lack of adequacy of passivity. The study showed significant results that can contribute to the improvement of the program and suggesting ways for new health promotion studies and prevention of mental disorders in childhood.

Introduction : Les programmes universels de réduction du surpoids peuvent potentiellement contribuer aux inégalités de santé. L’objectif principal de la thèse était de concevoir, de mettre en place et d’évaluer des interventions d’accompagnement par des pairs appariés sur le milieu social. Méthodologie : La pertinence de l’éducation par les pairs, en général, et plus spécifiquement comme réponse possible à la problématique des inégalités de santé, a été analysée. Deux interventions ont été développées par le biais de deux modalités différentes. La première était la sélection, formation et le suivi de pairs facilitateurs ayant pour mission la réalisation concrète d’activités nutritionnelles communes avec des pairs receveurs. La deuxième a été développée sur Facebook et encourageait le partage virtuel d’expériences de réalisation d’activités nutritionnelles. Résultats : L’analyse de la pertinence de l’éducation par les pairs a conduit à deux choix stratégiques : un accompagnement basé sur la théorie sociocognitive plutôt que la posture classique d’éducation par les pairs centrée sur l’instruction et le fait de sélectionner des pairs accompagnateurs issus de milieu moins favorisé. L’intervention facilitateurs-receveurs a permis le recrutement de plusieurs dyades et la réalisation d’activités en dehors du milieu scolaire. Suite à une évaluation détaillée, plusieurs recommandations sont formulées pour améliorer la mise en œuvre de cette intervention. L’utilisation de Facebook ne semble pas courir le risque d’augmenter les inégalités puisqu’environ 80% des adolescents ont accès à Facebook. Néanmoins, il n’y avait pas d’échange entre les participants sur le groupe de défis nutritionnels, ce qui remet en question le modèle logique initial de l’intervention. Discussion : Les modalités d’intervention par les pairs sur réseau social doivent être modifiées pour étendre sa portée et son impact. Pour sa part, l’intervention en dyade facilitateurs-receveurs est faisable et complémentaire à un programme de santé dans sa forme actuelle avec quelques ajustements. Celle-ci poursuit un double objectif de santé publique : la réduction du surpoids à travers le changement de comportement des receveurs, et la réduction des inégalités sociales pour les receveurs mais aussi pour les facilitateurs issus de milieu social défavorisé par la formation et la valorisation / Introduction: Universal prevention programs for reducing overweight can potentially contribute to widening health inequalities. The main objective of this thesis was to design, implement and evaluate peer interventions targeting adolescents matched on socioeconomic status. Methodology: The relevance of peer education was analysed, both in general and more specifically regarding its potential to reduce health inequalities. Two interventions were developed based on two different modes of delivery. The first intervention consisted in the selection, training and regular follow-up of peer facilitators whose mission was to carry out nutritional activities with peer receivers. The second intervention was developed on Facebook and encouraged the virtual sharing of experiences relating to nutritional activities. Results: The analysis of the relevance of peer education led to two strategic choices: the first was to base the interventions on socio cognitive theory, as opposed to the more traditional didactic approach, and the second was to select and train peer facilitators from less advantaged backgrounds. The facilitator-receiver intervention led to the successful recruitment of several dyads and nutritional activities were implemented outside of school premises. A detailed evaluation led to recommendations for improving implementation. Using Facebook does not seem likely to widen health inequalities since over 80% of adolescents had access to Facebook. However, there was no sharing of experience between participants on the nutritional challenges group, which puts into question the initial logic model of this intervention. Discussion: The delivery and implementation of the online peer intervention must be modified in order to increase its range and impact. In contrast, the facilitator-receiver intervention in its current form with only minor adjustments is feasible and complements a health intervention well. This intervention has a double target: the reduction of overweight through the behaviour change of the receivers and the reduction of social inequalities not only for the receivers but also by empowering facilitators from disadvantaged backgrounds

This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of VidAS in each setting. One participant’s settings consisted of the living room, kitchen, and outdoor schedule, the other participant’s settings consisted of a checkbook, kitchen, and laundry schedule. One participant learned to self-instruct using the mobile technology and independently complete and navigate between and within tasks within each schedule.

This research study focused on resilient, former foster youth. Given the vulnerabilities of children in foster care, what factors lead to participant resilience? Data was obtained from ten participants who were receiving independent living services in San Bernardino County.

The purpose of the study was to examine the guiding factors that help foster youth emancipate successfully. The goal was to examine five areas: housing, education, identifying role models, social skills and effectiveness of Independent Living Program (ILP) services.

The transition of students with moderate to severe handicaps from school to work and adult life has become a principal concern of special education over the last decade. Despite of these attentions, there has been little attention to the need for including plans for the student's communication needs in his or her Transition Plan. Thus, it is important to study the relationship between the inclusion of a student's communication needs in his or her Transition Plan and the effectiveness of communication programs. The purpose of this study is to identify the relationship between the Transition Plan and the effectiveness of communication programs, considering the individual's functioning level, family involvement, and communication mode.

As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices, and improve their self-efficacy integrating science education into their classrooms and curriculum. Seventy-one teachers enrolled in two three-day, professional development trainings that were conducted over three, five-hour sessions approximately one month apart. During that training the teachers learned hands-on activities for young children that introduced life and physical science content. They were also given the task of developing and implementing a science-based lesson for their students and then analyzing it with other participants. The information from the lesson plans was collected for analysis. After the last training the teachers were given a pre/post retrospective survey to measure effective outcomes. The results from the lesson plans and surveys indicate that the trainings helped improve the teachers' understanding of Mind in the Making, the nature of science, and science practices. The results also show that the teachers felt more comfortable integrating science education into their classrooms and curriculum.

Sport is a cultural phenomenon that has spread throughout the world (Harvey & Houle, 1994). For youth, sport is perceived as a context that can play a major role in person’s psychosocial development across their life-span (Danish, Petitpas, & Hale, 2007). However, despite the increase in research in this field, very little work has examined how sport may play a role in the psychosocial development of youth with intellectual disabilities (ID). Moreover, an area of study that has also grown related to the lived experiences of individuals living with a disability including ID is social inclusion (SI). Similar to research related to psychosocial development, very little research has been conducted to examine whether the context of sport can foster social inclusion for youth with ID. Special Olympics Canada (SOC) is an organization “dedicated to enriching the lives of Canadians with an intellectual disability through sport” (SOC, 2010, “SOC Mission Statement”, para.1) and may be an organization that has the potential to positively impact the lives of its youth participants. Thus, the purpose of this research was to examine whether stakeholders perceived SO as impacting the psychosocial development and social inclusion. The results indicated that SO, by all stakeholders, is perceived as an organization that is facilitating the psychosocial development of its athletes through the incorporation of strong social support networks and the development of life skills. In addition, SO was perceived as facilitating social inclusion for youth, particularly in the context of school and their surrounding community.

Sport is a cultural phenomenon that has spread throughout the world (Harvey & Houle, 1994). For youth, sport is perceived as a context that can play a major role in person’s psychosocial development across their life-span (Danish, Petitpas, & Hale, 2007). However, despite the increase in research in this field, very little work has examined how sport may play a role in the psychosocial development of youth with intellectual disabilities (ID). Moreover, an area of study that has also grown related to the lived experiences of individuals living with a disability including ID is social inclusion (SI). Similar to research related to psychosocial development, very little research has been conducted to examine whether the context of sport can foster social inclusion for youth with ID. Special Olympics Canada (SOC) is an organization “dedicated to enriching the lives of Canadians with an intellectual disability through sport” (SOC, 2010, “SOC Mission Statement”, para.1) and may be an organization that has the potential to positively impact the lives of its youth participants. Thus, the purpose of this research was to examine whether stakeholders perceived SO as impacting the psychosocial development and social inclusion. The results indicated that SO, by all stakeholders, is perceived as an organization that is facilitating the psychosocial development of its athletes through the incorporation of strong social support networks and the development of life skills. In addition, SO was perceived as facilitating social inclusion for youth, particularly in the context of school and their surrounding community.