Previous research has established that children tend to have negative attitudes toward emotionally disturbed peers, as well as physically disabled and retarded peers. Previous research has also found that children tend to have negative behavioral intentions toward physically disabled and mentally retarded peers. Negative behavioral intentions reflect a child's lack of willingness to engage in various social or friendship behaviors with a peer. Researchers have found that when children have negative attitudes toward a physically disabled or mentally retarded peer, they are less willing to interact with or befriend that peer. No attention has been given to children's behavioral intentions toward emotionally disturbed peers, or the connection between children's attitudes and behavioral intentions toward emotionally disturbed peers. Ninety-nine elementary school age children in grades 4, 5, and 6 participated in the present study. Children were presented with eight vignettes describing hypothetical emotionally disturbed and nonemotionally disturbed peers. The vignettes were presented to children in their classrooms where they were asked to express their attitudes and behavioral intentions toward the hypothetical peers. (Abstract shortened by UMI.)

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Spending your time „nurturing what is right‟ enables people to grow and negotiate the problems of life which is more than only fixing what is wrong. The World Health Organisation also defined well-being as more than not ill-being. Flourishing is an optimal state of well-being. The question is, „what is it that flourishers do different from non-flourishers?‟ Pharmacy students prepare themselves for a profession which is being bombarded with change; they are the pharmacists of tomorrow. Among them some students flourish and the others do not. This study aimed to look at possible pathways to flourishing that flourishers utilise. In this way the study addressed several gaps in the knowledge regarding flourishing: 1) The prevalence of flourishing among pharmacy students, 2) The role of demands and resources in flourishing of students, 3) The role of antecedent factors of basic psychological need satisfaction on the basic psychological need satisfaction of students and therefore in their flourishing, and 4) The use of positive affect regulation (an internal strategy) as a pathway to flourishing. A cross-sectional design was utilised. The study population was all the enrolled pharmacy students at the North West University during 2014. A convenience sample of 779 students participated. The measuring battery consisted of the Mental Health Continuum-Short Form (MHC-SF; Keyes, 2009), the Emotional Regulation Profile-Revised (ERP-R; Nelis, Quoidbach, Hansenne, & Mikolajczak, 2011), the Balanced Measure of Psychological Needs (BMPN; Sheldon & Hilpert, 2012), statements about the antecedents of basic psychological need satisfaction and statements about demands and resources, developed for the purpose of this study, and a demographic questionnaire. Structural equation modelling, invariance testing and latent class analysis were some of the statistical techniques used to analyse the cross-sectional data. Manuscript one addressed the prevalence of flourishing among pharmacy students as well as possible differences between the year groups. The manuscript also investigated the role of workload as a study demand and the lecturer as a study resource and the possible interaction between them in the flourishing of students. Year group as a possible moderator in the respective relationships between demands, resources, the interaction between them on the one hand and flourishing on the other, were also assessed. 40% of the group flourished whilst 57% was moderately healthy and 3% languished. The different year groups negotiated the demands and resources in their study environment differently in their path to flourishing. The possible pathways to flourishing in this context were identified as the use of lecturer support (a resource), especially when the workload (a demand) is high and the successful negotiation of workload over their four years of study. Manuscript two dealt with the impact of antecedent factors of basic psychological need satisfaction of pharmacy students on their basic psychological need satisfaction and therefore ultimately the influence of these contextual factors on their flourishing. The researcher wanted to determine whether there is a difference in the role(s) that family, peers, lecturers and workload play in the satisfaction of the students‟ basic psychological needs (relatedness, competence and autonomy). Year group as a moderator in these respective relationships was also investigated. Family and peers played the most important role in need satisfaction of students. However, lecturers can actively engage in supporting the need satisfaction of students, which would increase their levels of autonomous motivation and thereby their levels of flourishing. In manuscript three the use of internal strategies as pathways to flourishing were explored. Positive emotion regulation strategies have a positive relationship with well-being. However, a person can dampen or savour his or her positive emotions. The students were clustered into distinctive groups by means of a latent class analysis. Three distinctive groups were posterior identified based on the characteristics of group members, namely flourishers, languishers and moderately healthy students. Regression analyses of the three groups revealed that flourishers are the only group that most likely will utilise savouring positive emotion regulation strategies and refrain from utilising dampening positive emotion regulation strategies. Pathways to flourishing that flourishing pharmacy students utilise are therefore the use of savouring positive emotion regulation strategies and the non-use of dampening positive emotion regulation strategies.

Spending your time „nurturing what is right‟ enables people to grow and negotiate the problems of life which is more than only fixing what is wrong. The World Health Organisation also defined well-being as more than not ill-being. Flourishing is an optimal state of well-being. The question is, „what is it that flourishers do different from non-flourishers?‟ Pharmacy students prepare themselves for a profession which is being bombarded with change; they are the pharmacists of tomorrow. Among them some students flourish and the others do not. This study aimed to look at possible pathways to flourishing that flourishers utilise. In this way the study addressed several gaps in the knowledge regarding flourishing: 1) The prevalence of flourishing among pharmacy students, 2) The role of demands and resources in flourishing of students, 3) The role of antecedent factors of basic psychological need satisfaction on the basic psychological need satisfaction of students and therefore in their flourishing, and 4) The use of positive affect regulation (an internal strategy) as a pathway to flourishing. A cross-sectional design was utilised. The study population was all the enrolled pharmacy students at the North West University during 2014. A convenience sample of 779 students participated. The measuring battery consisted of the Mental Health Continuum-Short Form (MHC-SF; Keyes, 2009), the Emotional Regulation Profile-Revised (ERP-R; Nelis, Quoidbach, Hansenne, & Mikolajczak, 2011), the Balanced Measure of Psychological Needs (BMPN; Sheldon & Hilpert, 2012), statements about the antecedents of basic psychological need satisfaction and statements about demands and resources, developed for the purpose of this study, and a demographic questionnaire. Structural equation modelling, invariance testing and latent class analysis were some of the statistical techniques used to analyse the cross-sectional data. Manuscript one addressed the prevalence of flourishing among pharmacy students as well as possible differences between the year groups. The manuscript also investigated the role of workload as a study demand and the lecturer as a study resource and the possible interaction between them in the flourishing of students. Year group as a possible moderator in the respective relationships between demands, resources, the interaction between them on the one hand and flourishing on the other, were also assessed. 40% of the group flourished whilst 57% was moderately healthy and 3% languished. The different year groups negotiated the demands and resources in their study environment differently in their path to flourishing. The possible pathways to flourishing in this context were identified as the use of lecturer support (a resource), especially when the workload (a demand) is high and the successful negotiation of workload over their four years of study. Manuscript two dealt with the impact of antecedent factors of basic psychological need satisfaction of pharmacy students on their basic psychological need satisfaction and therefore ultimately the influence of these contextual factors on their flourishing. The researcher wanted to determine whether there is a difference in the role(s) that family, peers, lecturers and workload play in the satisfaction of the students‟ basic psychological needs (relatedness, competence and autonomy). Year group as a moderator in these respective relationships was also investigated. Family and peers played the most important role in need satisfaction of students. However, lecturers can actively engage in supporting the need satisfaction of students, which would increase their levels of autonomous motivation and thereby their levels of flourishing. In manuscript three the use of internal strategies as pathways to flourishing were explored. Positive emotion regulation strategies have a positive relationship with well-being. However, a person can dampen or savour his or her positive emotions. The students were clustered into distinctive groups by means of a latent class analysis. Three distinctive groups were posterior identified based on the characteristics of group members, namely flourishers, languishers and moderately healthy students. Regression analyses of the three groups revealed that flourishers are the only group that most likely will utilise savouring positive emotion regulation strategies and refrain from utilising dampening positive emotion regulation strategies. Pathways to flourishing that flourishing pharmacy students utilise are therefore the use of savouring positive emotion regulation strategies and the non-use of dampening positive emotion regulation strategies.

Récemment, un nombre grandissant de jeunes ayant des troubles du comportement ont été intégrés dans les classes régulières. Afin de soutenir cette intégration, plusieurs programmes d’intervention ont émergé et été implantés dans les écoles québécoises. Parmi ces programmes, on retrouve le programme l’Allié, qui se distingue des autres, notamment, par l’utilisation de pairs aidants. Ce cadre d’intervention prometteur soulève cependant certains questionnements sur la possibilité d’influence négative entre les jeunes. L’objectif de l’étude est de décrire, dans une approche comportementale, le processus d'influence entre pairs. Une méthodologie d’observation systématique des interactions sociales est privilégiée. Les résultats indiquent qu’il n’y a pas eu d’influence négative dans les groupes l’Allié. Les comportements perturbateurs ont eu plus de chances de cesser lorsque les participants les ont ignorés, que lorsque les pairs ont réagi à ces comportements. L’ignorance intentionnelle d’un comportement semble donc constituer un processus d’influence important dans les groupes de jeunes. / In recent years, a growing number of students with behavioral disorders have been integrated into regular classrooms. Various intervention programs have emerged to support this integration, with many being implemented in Quebec’s schools. One of these programs, the Ally intervention program, distinguishes itself from others, notably, through its use of peer helpers. Though very promising, this intervention framework raises some questions about the possibility of negative influence among the children. The goal of this study is to describe, in a behavioral approach, the influence process in social interactions between peers. Systematic observation is the method selected to conduct this study. Results indicate that there was no negative influence in Ally groups. Furthermore, a disruptive behavior was more likely to stop when participants ignored it, than when peers responded to it. Selective ignoring of behavior thus seems to be an important influential process in groups made up of children.

Ce mémoire contient un article ayant été soumis à la Revue de Psychoéducation. Cet article a été rédigé avec comme co-auteur Michel Janosz / Les difficultés scolaires ont des conséquences importantes, tant au plan personnel que sociétal. De plus, les adolescents d’origine haïtienne semblent particulièrement à risque de vivre des difficultés scolaires. Pourtant, très peu d’études canadiennes se sont intéressées au vécu scolaire des élèves de cette communauté. Cependant, des études menées auprès d’autres groupes minoritaires ont fait état de l’importance de l’influence des amis et des parents en ce qui a trait au rendement scolaire de l’adolescent. Par conséquent, l’objectif général de ce mémoire est d’examiner les pratiques parentales en lien avec l’école comme modératrices de la relation entre le désengagement scolaire des amis et le rendement scolaire chez les élèves haïtiens fréquentant une école en milieu défavorisé. Dans le premier chapitre, nous avons dressé un portrait statistique de l’immigration au Québec et discuté de certains aspects du vécu scolaire des élèves issus de l’immigration. Ces données nous indiquent que les difficultés scolaires que peuvent éprouver ces élèves constituent un phénomène complexe impliquant de nombreux facteurs. Le second chapitre expose en quoi les parents et les amis sont des acteurs cruciaux de la réussite scolaire de l’élève haïtien provenant d’un milieu défavorisé. Nous avons ensuite évalué l’effet modérateur des pratiques parentales sur la relation entre le désengagement scolaire des amis et le rendement en français. Cela a permis de montrer que le désengagement des amis et certaines pratiques parentales en lien avec l’école permettent de prédire le rendement en français. Dans le troisième chapitre, nous avons abordé le rôle du psychoéducateur appelé à intervenir auprès d’élèves haïtiens. Force est de constater qu’il existe un grand nombre d’interventions pouvant être mises en œuvre tant auprès des amis, des parents, que des enseignants, afin de favoriser le succès scolaire des élèves haïtiens. Les résultats de ce mémoire ont mis en lumière l’importance de la prise en compte du désengagement scolaire des amis et des pratiques parentales dans l’étude des difficultés scolaires chez les élèves haïtiens issus de milieux défavorisés. Toutefois, d’autres études seront nécessaires afin de comprendre les mécanismes régissant les interactions entre ces acteurs. Ces études devront inclure des échantillons plus vastes et compter des jeunes de tous les statuts socioéconomiques et de toutes les régions du Québec. De plus, elles devront faire appel à plusieurs informateurs et considérer des facteurs intrinsèques à l’élève, comme par exemple sa motivation scolaire ou son estime de soi. Mots clés : Rendement scolaire, pratiques parentales, désengagement scolaire des amis, adolescents haïtiens, pauvreté. / School underachievement has important consequences, both individual and societal. Haitian adolescents seem particularly at risk of experiencing such academic difficulties. Yet, very few Canadian studies have focused on the academic experience of students in this community. Studies conducted with other minority groups have however reported the important influence of friends and parents in regard to these adolescents’ achievement. The objective of this paper is to examine how school-related parenting practices moderate the relationship between peers’ disengagement in school and academic performance among economically disadvantaged Haitian adolescents. In the first chapter, we have made a statistical portrait of immigration in Quebec and discussed different aspects related to achievement among immigrant students. These data indicate that the academic difficulties that some of these students experience are complex and involve many factors. The second chapter explains how parents and friends are key actors in the academic success of Haitian students coming from disadvantaged background. We then assessed the moderating effect of school-related parenting practices on the relationship between peers’ disengagement in school and adolescents’ achievement in literacy. Results reveal that parental practices and peers’ disengagement toward school contribute directly (positively or negatively) to adolescents’ academic experience. In the third chapter, we finally discussed the role of the psychoeducator who intervene with Haitian students. It appears that there are many interventions that can be implemented with friends, parents, and teachers to promote the academic success of these students. Our results highlighted the importance of considering peers’ disengagement from school and parenting practices in the study of academic difficulties among Haitian students coming from disadvantaged backgrounds. Further studies are however needed to understand the mechanisms underlying the contribution of these actors on adolescents’ achievement. These studies ought to include larger samples of participants coming from all regions of Quebec and all socio-economical backgrounds. In addition, these studies ought to rely on several informants and consider factors intrinsic to the student, such as his academic motivation or self-esteem. Key words: School achievement; Parental practices; Peers’ disengagement from school; Haitian adolescents; Poverty.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

La présente étude vise à examiner d’une part le lien entre les pratiques éducatives rapportées par la mère et celles perçues par son adolescent ayant un trouble déficitaire de l’attention avec ou sans hyperactivité (TDAH) et examiner le lien avec l’adoption de comportements à risque chez l’adolescent (délinquance et association aux pairs déviants). Cinq pratiques éducatives ont été étudiées de manière distincte, soit l’engagement parental, les pratiques positives, la discipline inconstante, la faible supervision ainsi que la punition corporelle. Chacune d’entre elles a été mesurée par la mère, son adolescent et une variable de désaccord a ensuite été créée. L’échantillon est composé de 32 dyades mère-adolescent ayant participé cinq ans auparavant au programme Ces Années Incroyables. Les adolescents ont tous un diagnostic de TDAH et sont âgés entre 10 ans et 15 ans. Les résultats démontrent une absence de corrélation entre chacune des pratiques éducatives rapportées par la mère et celles perçues par l’adolescent. La mère tend à avoir une perception plus positive des pratiques éducatives que son adolescent. Les résultats démontrent aussi que la perception de l’adolescent sur les pratiques éducatives est associée à la compréhension des comportements à risque. Finalement, la perception de l’adolescent s’est avérée être un facteur aggravant de la relation entre l’ampleur du désaccord mère adolescent et l’association aux pairs déviants. La discussion explique ces résultats et aborde les importantes implications cliniques. / This study aims to examine the link between educational practices reported by the mother and those perceived by adolescents with attention deficit disorder with or without hyperactivity (ADHD) and also examine the relationship with the adoption of risk behaviors among adolescents (delinquency and association with deviant peers). Five educational practices were examined separately, parental involvement, positive practices, inconsistent discipline, low supervision and corporal punishment. Each of them has been measured by the mother, teenager and a variable of disagreement was created. The sample consisted of 32 mother-teen dyads involved five years ago in the Incredible Years program. Teenagers have all been diagnosed with ADHD and are aged between 10 and 14 years and 11 months. The results show an absence of correlation between each of the educational practices reported by mothers and those perceived by adolescents. Mothers tend to have a more positive perception of parenting practices then heir teenage. The results also show that the perception of adolescents in educational practices is associated with the adoption of risk behaviors. Finally, the perception of adolescents proved to be a precipitating factor in the relationship between the extent of disagreement between teens and mothers and association with deviant peers. The discussion explains these results and discusses important clinical implications.