L’implantation de programmes probants dans les milieux d’intervention peut comporter son lot de difficultés pour les gestionnaires ainsi que les intervenants en contexte de réadaptation pour adolescents. En effet, les contraintes auxquelles peuvent être confrontés les milieux de pratique mènent parfois à la modification des programmes, ceci en vue de faciliter leur implantation. Il devient alors important de documenter ainsi qu’identifier l’effet des éléments associés à la fidélité d’implantation lorsque les programmes d’intervention sont évalués. En plus d’évaluer l’effet du degré d’exposition au programme cognitif-comportemental implanté dans les unités d’hébergement du Centre jeunesse de Montréal – Institut universitaire (CJM-IU) sur l’ampleur des troubles de comportement des adolescentes, ce mémoire propose une nouvelle piste de recherche. Puisque la recherche empirique ne permet pas encore d’identifier les conditions selon lesquelles il serait possible de modifier les programmes d’intervention qui sont adoptés dans le contexte de la pratique, cette étude propose d’élaborer une logique d’exposition au programme qui s’inspire des principes d’intervention efficace élaborés par Andrews et ses collègues (1990). Cette approche permettrait d’adapter le niveau d’intervention aux caractéristiques de la clientèle, et ce, tout en s’assurant de l’efficacité du programme cognitif-comportemental. L’échantillon de cette étude est donc constitué de 74 adolescentes hébergées au CJM-IU pour une durée de six mois. Les résultats indiquent d’abord que les activités du programme cognitif-comportemental ont été appliquées de façon plutôt irrégulière et bien en deçà de la fréquence initialement prévue, ce qui rend bien compte des difficultés à implanter des programmes en contexte de pratique. Les résultats suggèrent aussi une diminution de l’ampleur des troubles de comportement six mois après l’admission au CJM-IU pour les adolescentes qui étaient caractérisées par une ampleur des troubles de comportement plus marquée au moment de leur admission et qui ont complété un plus grand nombre d’auto-observations durant leur placement. / The implementation of evidence-based programs into real world settings can be a difficult process for administrators and educators with adolescent clientele. Practice settings are faced with constraints that may lead to the modification of intervention programs in order to facilitate their implementation. It is therefore imperative to document and measure the effect of these modifications when programs are evaluated. However, because research hasn’t yet identified the conditions in which it is possible to modify programs for use in intervention settings, this study proposes a new approach based on the principles of effective treatment elaborated by Andrews and his colleagues (1990). This approach allows for the modification of intervention levels while ensuring the effectiveness of the cognitive-behavioral program. This study sampled 74 adolescent girls hosted at the Centre jeunesse de Montréal – Institut universitaire (CJM-IU) over 6 months in order to assess the effects of the cognitive-behavioral program dosage among behavioral disorders. The results indicate that cognitive-behavioral therapy was applied in an irregular fashion and much less frequently than originally planned, which speaks to the difficulties encountered in implementing evidence-based programs in real-world settings. The results also suggest that the adolescent girls with more characteristics of a behavioral disorder and who completed more auto-evaluations during their rehabilitation showed significantly fewer behavioral problems 6 months after the beginning of the treatment.

This study was interested in exploring the perceptions and experiences of social workers about the nature and contents of conducting risk assessments with child offenders. Considering the high level of crime and reoffending in South Africa, effective assessment is imperative. The goal of the research was to develop an in-depth understanding of how risk assessments of child offenders are conducted in practice. This was done by applying a qualitative research methodology. The study was conducted in the Western Cape. Data were collected by means of semi-structured interviews. Purposive sampling was employed and data were analysed according to the framework provided by Tesch. The findings indicated that although prescribed instruments are used in the risk assessment of children in South Africa, they all have definite limitations. To enhance the quality of service rendered to child offenders, the development of a standardised risk assessment instrument is needed. / Social Work / M. A. (Social Work)

This was a retrospective study of a community-based methadone maintenance treatment (MMT) program in Toronto. Participants (N = 170) were federally sentenced adult male offenders admitted to this voluntary program between 1997 and 2009 while subject to community supervision following incarceration. The primary investigation examined correlates of treatment responsivity, with principal outcome measures including MMT clients’ rates of: (i) illicit drug use; and (ii) completion of conditional (parole) or statutory release (SR). For a subset (n = 74), recidivism rates were examined after a 9-year interval. Findings included strong convergent evidence from logistic regression and ROC analyses that an empirically and theoretically derived set of five variables was a stable and highly significant (p <.001) predictor of release outcome. Using five factors related to risk (work/school status, security level of releasing institution, total PCL-R score, history of institutional drug use, and days at risk), release outcome was predicted with an overall classification accuracy of 88%, with high specificity (86%) and sensitivity (89%). The logistic regression model generated an R2 of .55 and the accompanying AUC was .89, both substantial. Work/school status had an extremely large positive association with successful completion of community supervision, accounting for > half of the total variance explained by the five-factor model and increasing the estimated odds of successful release outcome by > 15-fold. Also, when in the MMT program, clients' risk taking behaviour was significantly moderated, with low overall base rates of illicit drug use, yet the rate of parole/SR revocation (71%) was high. The 9-year follow-up showed a high mortality rate (15%) overall. Revocation of release while in the MMT program was associated with a significantly higher rate and more violent recidivism at follow-up. Results are discussed within the context of: (a) Andrews' and Bonta's psychology of criminal conduct; (b) the incompatibility of a harm reduction treatment model with an abstinence-based parole decision-making model; (c) changing drug use profiles among MMT clients; (d) a strength-based approach to correctional intervention focusing on educational and vocational retraining initiatives; and (e) creation of a user friendly case-based screening algorithm for prediction of release outcome for new releases.

This was a retrospective study of a community-based methadone maintenance treatment (MMT) program in Toronto. Participants (N = 170) were federally sentenced adult male offenders admitted to this voluntary program between 1997 and 2009 while subject to community supervision following incarceration. The primary investigation examined correlates of treatment responsivity, with principal outcome measures including MMT clients’ rates of: (i) illicit drug use; and (ii) completion of conditional (parole) or statutory release (SR). For a subset (n = 74), recidivism rates were examined after a 9-year interval. Findings included strong convergent evidence from logistic regression and ROC analyses that an empirically and theoretically derived set of five variables was a stable and highly significant (p <.001) predictor of release outcome. Using five factors related to risk (work/school status, security level of releasing institution, total PCL-R score, history of institutional drug use, and days at risk), release outcome was predicted with an overall classification accuracy of 88%, with high specificity (86%) and sensitivity (89%). The logistic regression model generated an R2 of .55 and the accompanying AUC was .89, both substantial. Work/school status had an extremely large positive association with successful completion of community supervision, accounting for > half of the total variance explained by the five-factor model and increasing the estimated odds of successful release outcome by > 15-fold. Also, when in the MMT program, clients' risk taking behaviour was significantly moderated, with low overall base rates of illicit drug use, yet the rate of parole/SR revocation (71%) was high. The 9-year follow-up showed a high mortality rate (15%) overall. Revocation of release while in the MMT program was associated with a significantly higher rate and more violent recidivism at follow-up. Results are discussed within the context of: (a) Andrews' and Bonta's psychology of criminal conduct; (b) the incompatibility of a harm reduction treatment model with an abstinence-based parole decision-making model; (c) changing drug use profiles among MMT clients; (d) a strength-based approach to correctional intervention focusing on educational and vocational retraining initiatives; and (e) creation of a user friendly case-based screening algorithm for prediction of release outcome for new releases.

Most studies in South Africa focus on male offenders as they make up the majority of the offending population. With female offenders being in the minority, they receive less of the research attention. The aim of this qualitative study was to explore the subjective experience of finding employment with a criminal record from the perspectives of six female former offenders who participated in the study. Participants were asked to share their accounts during semi-structured interviews. The transcripts were analysed using Interpretive Phenomenological Analysis. A total of nine themes were identified, namely; confronting the labour market; it affected my life not my chances; experiences of vocational skills and labour in corrections; current financial status versus previous financial status; those left behind: the impact of incarceration on the family. I am Human too, entering and adjusting in the correctional system, finding God and oneself, and rehabilitation and reintegration programmes. The findings showed that the experience of incarceration cannot be separated from the experience of adjusting back into society and finding employment. Employment and unemployment had an effect on participants’ financial status but also affected self-esteem and the relationship with family. The findings illustrated how participants used different coping methods to deal with not being able to find employment, dealing with the stigma attached to being a former offender as well as adjusting back into the community. The analyses from the interviews were compared to existing literature, thus creating a rich discussion. An overview of the discussion and some recommendations were provided and the limitations of the study were also taken into account. / Psychology / M.A. (Psychology)

Syftet är att undersöka hur pressande frågetyper vid polisförhör påverkar barns (3-7 år gamla) svar. Tio förhörsutskrifter i dialogform har använts. Olika kategorier av pressande frågetyper samt av svarstyper konstruerades. Resultaten visar att barn i regel är känsliga för suggestion, men det förekommer undantag. Barn ändrar ofta svar när samma fråga upprepas. / The purpose is to study how pressing questions during police interrogations influence children´s answers. Ten transcriptions of police interrogations were analyzed for children 3 - 7 years old. The results show that children as a rule are influenced by suggestions. Children often change answers when the same question is repeated.

Au Québec, le nombre d’élèves en difficulté d’adaptation et d’apprentissage (EHDAA) ne cesse d’augmenter (MEQ, 2021) et 40 % de ces élèves-là n’obtiendront pas de diplôme d’études secondaires (Guéricolas, 2018). Par conséquent, en 2020, la Réponse à l’intervention, modèle d’intervention à paliers multiples, prend de l’importance au Québec (MEES, 2020). Comme un pourcentage d’élève en difficulté ne progresse pas, nous nous questionnons sur l’approche d’évaluation qui permettrait d’informer le personnel scolaire sur les interventions qui pourront aider ces élèves. Une des approches est l’évaluation dynamique (ÉD) (Overton, 2016) qui permet d’évaluer le potentiel d’apprentissage de l’apprenant par le biais d’enseignement de stratégie (médiation). Le but de la présente étude est d’explorer les apports et les limites de l’ÉD dans un contexte de RàI, au secondaire. Pour ce faire, les objectifs spécifiques sont les suivants : 1) Décrire une passation d’ÉD (en particulier la relation des trois pôles : la tâche, l’apprenant ou le médiateur) réalisée auprès d’un ÉHDAA se trouvant au secondaire dans un contexte de RàI ; 2) Décrire la relation entre la tâche et l’apprenant de même que les interactions (interventions cognitives et disciplinaires, niveaux d’assistance) entre le médiateur et l’apprenant ; 3) Décrire la progression de l’apprenant en réponse aux stratégies de médiation. Afin d’atteindre les différents objectifs, nous avons dans un premier temps établi une liste de six niveaux d’assistance, inspirée de Aldama (2017), de façon à pouvoir identifier les stratégies cognitives et de médiation en fonction du niveau d’assistance, allant de peu d’assistance à une assistance extrême. Nous avons par la suite observé et analysé les enregistrements vidéo de deux sessions d’une évaluation dynamique et tenu un entretien avec la personne qui a réalisé l’ÉD pour valider nos interprétations. Dans nos analyses, nous avons tenu compte du dossier de l’apprenant et des différentes observations faites. Enfin, nous avons consigné le tout dans une grille d’observations et d’analyse de résultats. Par le biais des données secondaires récoltées, nous avons relevé un lien entre le niveau d’assistance et le type d’interventions faites, nous avons également relevé la progression de l’apprenant à la suite des interventions. En conclusion, nous avons été en mesure d’observer la relation des trois pôles, analyser les différentes interactions ainsi que la progression de l’apprenant en réponse aux stratégies de médiation. Nous avons identifié les apports et les limites d’une ÉD en contexte de RÀI. Finalement, ces informations nous ont permis de formuler de pistes d’intervention pouvant soutenir la progression d’un apprenant. / In Quebec, the number of students with learning difficulties continues to increase (MEQ, 2021), and 40% of these students will not obtain a high school diploma (Guéricolas, 2018). Thus, in 2020, Response to Intervention, a multi-level intervention model, gained importance in Quebec (MEES, 2020). Since a percentage of students in difficulty are not progressing, we question the assessment approach that would inform school personnel on interventions that can help these students. One approach is dynamic assessment (DA) (Overton, 2016) which assesses learner learning potential through mediated instruction. The general purpose of this study is to explore the contributions and limitations of DA in an RTI context, at the secondary level. To this end, the specific objectives are as follows: 1) To describe a DA (in particular the relationship of the three poles: the task, the learner or the mediator) done with a special needs student who is in high school and in an RTI context; 2) To describe the relationship between the task and the learner as well as the interactions (cognitive and disciplinary interventions, levels of assistance) between the mediator and the learner; 3) To describe the learner's progress based on his or her responses to the mediation strategies. In order to achieve the different specific objectives, we first established a list of six levels of assistance, inspired by Aldama (2017), so that we could identify cognitive and mediation strategies according to the level of assistance, ranging from little assistance to extreme assistance. We subsequently observed and analyzed video recordings of two sessions of a dynamic assessment and held an interview with the person who conducted the DA to validate our interpretations. In our analyses, we considered the learner's file and all the observations. Finally, we recorded everything in a chart that analyses all the data from the video. Through the data collected, we found a link between the level of assistance and the type of interventions made, and we also noted the learner's progress following the interventions. In conclusion, we were able to observe the relationship between the three poles, analyze the different interactions as well as the learner's progression in response to the mediation strategies, and then we identified the advantages and limits of a DA in an RTI context. Finally, this information allowed us to formulate interventions and strategies that could support the learner's progress.