Utmanande beteende kan ofta innebära aktivitetsinskränkningar för individer som lider av beteendet men även för omgivningen. Detta innebär färre möjligheter till aktivitet och delaktighet och riskerar att gå ut över livskvalitén. Idag saknas ett fokus för att utveckla arbetsterapeutiska metoder inom området och forskningen som finns är begränsad. Syftet med examensarbetet var att visa vilka arbetsterapeutiska metoder som beskrivs i litteraturen för att minska utmanande beteende. Studiedesignen som användes var scoping review. Databaserna som användes var AMED, CINAHL, MEDLINE och PsycINFO. Inklusionskriterier för artiklarna var att de var tillgängliga i fulltext, skrivna på engelska och publicerade mellan 2003 och 2018. Sökning resulterade i 124 träffar varav 13 var dubbletter. Resultatet inkluderade 20 artiklar som motsvarade syftet varav 13 var publicerade i USA. Resultatet visade en stor bredd av metoder som delades in i fyra nyckelområden: aktivitetsbaserade metoder, miljöbaserade metoder, sensoriska metoder samt stöd och strategier. Detta är ett relativt outforskat område där det finns stora möjligheter för arbetsterapeuter att bidra med sin kompetens. / Challenging behaviour often results in occupational limitations for the individual that suffer from the behaviour, but also for their surroundings. This entails reduced possibilities to activity and participation which will affect their quality of life. There is a lack of focus on developing occupational therapeutic methods within this area today, also the current research within the field is limited. The aim of this bachelor thesis was to explore occupational therapeutic methods described in the literature to reduce challenging behaviour. Scoping review was used as study design. In AMED, CINAHL, MEDLINE and Psycinfo were 124 articles found, 13 of these were doublets. The result included 20 articles corresponding to the aim, 13 of these were published in USA. and 20 articles which corresponded to the aim was included in the results. All included articles were available in full text, written in english and published between 2003- 2018. A wide range of methods were shown in the results. These were categorized into four key issues: activity based methods, environmental methods, sensory methods and support and strategies. This field is relatively unexplored and there are large possibilities for occupational therapists to contribute with competence.

The purpose of the present study was to examine the predictive power of some demographic variables and ways of coping, social support and perceived stress level in predicting burnout and posttraumatic growth levels of parents who have a child with autism. Data was collected by administering a socio-demographic form and four self-report questionnaires. These were the Questionnaire on Resources and Stress Short Form (QRS), Posttraumatic Growth Inventory (PTGI), Multidimensional Scale of Perceived Social Support (MSPSS), Ways of Coping Inventory (WCI), and Maslach Burnout Inventory (MBI). 136 adults representing 58 parent couples and 13 mothers and 7 fathers, with 71 mothers and 65 fathers who had a child with autism participated in this study. Data was collected in &Ouml / zel ilgi Special Education School, BariS Special Education School, Ankara University Center of Research for Children with Autism (O&Ccedil / EM), Bagcilar School for Children with Autism and Hacettepe University Child Psychiatry Clinic. The factor analysis of the MBI yielded two of the three factors of the original factor structure. The depersonalization factor was not found in this sample. It was found that, mothers were experiencing significantly higher emotional exhaustion than the fathers. The regression analysis results revealed that social support and problem solving/optimistic coping were significant predictors of posttraumatic growth among mothers. Social support, problem solving/optimistic coping, religiosity, age, years of marriage were the significant predictors of posttraumatic growth among fathers. Stress level was the only significant predictor of burnout and emotional exhaustion among mothers. Stress level was a significant predictor of both burnout and emotional exhaustion among fathers, but helplessness/self blaming approach was also a significant predictor of paternal burnout. Social support, problem solving/optimistic approach, and stress level were significant predictors of lack of personal accomplishment among mothers. Presence of a caregiver and helplessness/self blaming approach were the significant predictors of lack of personal accomplishment among fathers. The importance of the results for clinical interventions with parents and their shortcomings were discussed within the relevant literature.

Cette recherche a pour but d’étudier le rapport à l’école et à la scolarisation de parents d’élèves récemment immigrés au Québec. Plus précisément, elle étudie les représentations sociales (RS) de ces parents sur les systèmes scolaires de leurs sociétés d’accueil et d’origine ainsi que les stratégies qu’ils déploient pour soutenir l’expérience socioscolaire de leurs enfants dans le contexte scolaire québécois. L’originalité de notre étude réside à la fois dans le recours aux RS pour étudier le rapport à l’école des parents, dans la considération de leur situation prémigratoire et dans le croisement de deux points de vue sur la situation d’intérêt, soit celui de parents récemment immigrés ainsi que d’intervenants et d’intervenantes communautaires scolaires interculturels (ICSI). Ancrée dans une démarche qualitative interprétative exploratoire, notre collecte de données s’est faite auprès de six ICSI (6) et de vingt-cinq parents d’élèves québécois récemment immigrés (25). Les deux groupes de sujets ont été rencontrés dans le cadre d’entrevues semi-dirigées. La technique d’associations libres a aussi été mise à profit auprès des parents, afin de favoriser l’accès à la complexité de leurs RS (Carassus et Dosquet, 2010; Vidal, Rateau et Moliner, 2006). Selon nos résultats de recherche, les RS des parents récemment immigrés sur le système scolaire québécois s’ancrent plus largement dans leur expérience migratoire : motifs d’immigration et conditions d’établissement expérimentées dans la société d’accueil. Aussi, nos résultats ont montré la pertinence de structurer les RS des parents autour de quatre grands thèmes : l’intégration scolaire, sociale et professionnelle assurée par l’école; le développement intellectuel et la forme scolaire; divers enjeux de socialisation véhiculés à l’école et dans la société québécoises; les relations école-familles immigrantes. Dans ce sens, bien que les parents mettent en contraste divers éléments des systèmes scolaires de leurs sociétés d’accueil et d’origine, leurs RS du système scolaire québécois sont surtout ancrées dans des perspectives d’avenir pour leurs enfants, interpellant fortement la capacité de l’école à intégrer ces derniers dans les milieux scolaires et socioprofessionnels de la société d’accueil. Aussi, nos données convergent vers le désir de nombreux parents que le capital humain de leurs enfants soit actualisé à leur plein potentiel dans le contexte migratoire. Nos résultats montrent aussi l’ancrage de l’école à un moment et dans un espace donnés, alors que les RS des parents illustrent souvent des valeurs socioculturelles véhiculées à l’école québécoise et des modalités des relations école-familles pas toujours connues des parents récemment arrivés au Québec. Le croisement des regards des parents et des ICSI révèle aussi de nombreuses stratégies mobilisées par les parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil que nous avons catégorisées ainsi : stratégies déployées «à la maison», stratégies déployées «à l’école» et stratégies déployées «en lien avec la communauté». Nos résultats tendent à montrer que l’actualisation du rôle de parent d’élève «à l’école» est soumise à des modalités plutôt instituées par le milieu scolaire. Aussi, les résultats de notre recherche mettent en lumière un décalage intéressant entre la mobilisation et la proactivité accrues de nombreux parents récemment immigrés ainsi que l’invisibilité de ces dernières pour le milieu scolaire, surtout lorsque les stratégies sont déployées dans l’intimité du milieu familial ou dans des contextes liés à la communauté. Le croisement des données recueillies auprès des parents et des ICSI permet aussi de préciser les besoins d’accompagnement des parents récemment immigrés pour une meilleure maîtrise des enjeux du milieu scolaire de la société d’accueil et permet de faire ressortir des pratiques des milieux scolaires et communautaires qui semblent soutenir cet accompagnement. De manière générale, nos résultats convergent vers la pertinence d’accorder une plus grande considération aux parents dans le processus d’intégration des enfants récemment immigrés à l’école du Québec et de favoriser l’établissement de relations école-familles ancrées dans une perspective de partenariat. Enfin, il semble que l’école ne puisse arriver à elle seule à soutenir l’intégration des familles récemment immigrées dans le milieu scolaire québécois ainsi que la réussite scolaire des enfants et que les ICSI représentent des ressources stratégiques à cet égard. / This research aims to study newcomer students’ immigrant parents’ relationship in regards to school and education in Quebec. Specifically, we examined these parents’ social representations (SR) with respect to the host and home societies’ school systems as well as the strategies they deploy to support their children’s educational experience in Quebec’s school context. The originality of our study lies in the use of the SR concept to explore the relationship between newcomer parents in Quebec and school, the consideration of their premigratory situation and, in crossing two views on the situation of interest: newcomer immigrant parents and community, education and cross-culture worker (CECW). In the context of a qualitative interpretative exploratory approach, our data collection was done with six CECW (6) and twenty-five newcomer students’ immigrant parents in Québec (25). In both cases, we have made semi-structured interviews. Also, to access the complexity of SR, we used the technique of free associations with the parents (Carassus & Dosquet, 2010; Vidal & al., 2006). According to our results, parents’ representations of school system in Quebec were mostly based on their migratory experience: reasons for migrating and conditions of establishment in the host society. Also, our results revealed the pertinence to structure parents' SR around four main themes: children’s school, social and professional integration into the host society; intellectual development and school structure; various socialization issues conveyed into school and into society; relationship between school and immigrant families. In this regard, although parents compare various elements between school in the host and home societies, their SR of school in Quebec are generally related to the future of their children, and these SR highly raise school’s ability to integrate their children in the school and socio-professional contexts. Also, our data converge to express many parents’ the desire to see their children’s human capital being at its full potential in the migratory context. Our results also shows that school is rooted in a specific context, while the parents’ SR often illustrate socio-cultural values conveyed in Quebec’s school, and while the terms of relationship between school and families are not always known by immigrant parents. These two points of view - those of parents and CECW -, when put into perspective, also reveals the several strategies mobilized by immigrant parents to support their children's educational experience in the host society. These strategies have been categorized as follows: strategies deployed "at home", "in school" and "with community". Our results suggest that the actualisation of the role of "in school" students’ parents is subject to some terms imposed by school. Also, our results highlight an interesting gap between parents mobilization and proactivity to support their children, and the fact that their actions are invisible for school, especially when strategies are deployed in the privacy of the family environment, or in collaboration with the community. Putting into perspective these two points of view also led us to clarify the support needed by newly immigrated parents to manage different issues related to school and schooling in the host society. Also, we have been able to identify practices deployed by school and community that are likely to support newly immigrated parents in the school context. Overall, our results converge to the pertinence of giving greater consideration to parents in their children’s integration process in Quebec’s school and on the necessity of encouraging greater partnerships between school and families. Finally, it seems that school cannot ensure on its own the integration of newcomer immigrant families and the academic achievement of newly immigrated students in Quebec's schools. In this regard, ICSI seem to be strategic resources.