Faculté des arts et des sciences – École de psychoéducation – Travaux et publications

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Situations précédant, entourant, et suivant les interruptions de programme d’études collégiales chez les jeunes adultes
Dupéré, Véronique; Courdi, Clémentine; Nancy, Beauregard; Ahn, Jiseul Sophia; Archambault, Isabelle; Larose, Simon; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation; Université de Montréal. Faculté des arts et des sciences. École de relations industrielles (Myriagone, 2024)
Dans les cégeps du Québec, les interruptions en cours de programme sont fréquentes et participent au phénomène d’allongement des études. L’objectif de cette recherche était d’identifier les facteurs associés aux interruptions de programme d’études collégiales survenant avant l’âge de 20 ans. Les facteurs associés considérés incluaient ceux présents (a) dès la fin du secondaire avant l’entrée au cégep (17 ans), (b) pendant la période habituelle de fréquentation du cégep (19 ans), et (c) après cette période, lorsque la plupart des personnes ont migré vers d’autres occupations (25 ans). Au-delà des facteurs scolaires et académiques, ceux relevant d’autres sphères de vie ont également été considérés, incluant la sphère socioéconomique, vocationnelle, et celle de la santé et du bien-être. Pour ce faire, des données recueillies sur près d’une décennie ont été mobilisées, provenant de trois vagues de l’Étude longitudinale du développement des enfants du Québec, 1re édition (ELDEQ 1), menées entre 2015 et 2023. Le sous-échantillon de l’ELDEQ 1 retenu était composé d’environ 1000 personnes ayant été inscrites dans un établissement d’enseignement collégial lors de leur transition vers la vie adulte, soit entre 17 et 19 ans. Parmi cet échantillon, deux sous-groupes ayant vécu ou non des interruptions de programme ont été comparés à l’aide d’analyses bivariées (c.-à-d., corrélations, analyses de variance, tests du chi-carré). En matière d’antécédents présents avant l’entrée au cégep, les résultats montrent sans surprise que les jeunes provenant de familles moins nanties ou qui étaient moins adaptés sur le plan scolaire à la fin du secondaire (c.-à-d., dont les notes, l’engagement, les aspirations étaient moindres) étaient plus susceptibles de vivre des interruptions de programme. Cependant, parmi les facteurs considérés à la fin du secondaire, ce sont les symptômes de problèmes de dépression et de comportement qui se sont avérés les plus étroitement associés aux interruptions de programme subséquentes. Ce résultat fait écho à ceux d’une autre étude menée auprès de personnes en situation de handicap qui démontrait que la transition secondaire-cégep était particulièrement difficile pour celles présentant des problèmes sur le plan de la santé mentale (Larose et al., 2022). En ce qui a trait aux facteurs présents lors de la période de fréquentation habituelle du cégep, l’insécurité alimentaire était le facteur le plus fortement lié aux interruptions de programme, si bien que ce phénomène touchait une personne sur quatre ayant vécu une interruption de programme, un taux deux fois plus élevé que celui qui avait cours au même moment chez la population du Québec en général. Ensuite, les facteurs pour lesquels les associations étaient les plus prononcées concernaient le statut socioéconomique perçu, puis l’incertitude quant à l’orientation vocationnelle. Dans leur ensemble, ces résultats soulignent les besoins de soutiens financiers et en matière d’orientation des jeunes adultes exposés aux interruptions de programme au collégial. Finalement, les répercussions apparentes à 25 ans des interruptions de programme survenues avant l’âge de 20 ans se concentraient surtout dans le domaine de l’éducation et de l’emploi. Ainsi, la proportion ayant obtenu un diplôme d’études collégiales à 25 ans était plus faible chez les personnes ayant vécu des interruptions de programme quelques années plus tôt comparativement à celles n’en ayant pas vécu. Les personnes ayant vécu des interruptions étaient aussi moins susceptibles d’occuper un emploi en lien avec leurs objectifs de carrière. Cependant, à 25 ans, les interruptions n’étaient que faiblement liées à l’adaptation dans d’autres sphères (p. ex., santé mentale), et n’étaient pas liées à d’autres caractéristiques de l’emploi (p. ex., revenu). Dans ce dernier cas, il est possible que les associations émergent seulement plus tard en carrière. En somme, ces résultats descriptifs montrent que les besoins des personnes qui vivent une interruption de programme tôt dans leur parcours collégial sont multiples et qu’ils persistent tout en se transformant au fil des premières années de la vie adulte. À la fin du secondaire, les vulnérabilités académiques et psychologiques semblent jouer un rôle prédominant, alors que pendant la période habituelle de fréquentation du cégep, les enjeux financiers et d’orientation vocationnelle gagnent apparemment en importance. Pendant cette période, la proportion substantielle des jeunes exposés aux interruptions de programme qui sont aussi touchés par l’insécurité alimentaire en fait une population prioritaire tant du point de vue des services éducatifs que d’un point de vue de santé publique. Ainsi, pour répondre aux besoins de cette population, des approches innovantes interordres et intersectorielles ne relevant pas que des institutions d’enseignement collégial seront vraisemblablement requises.
Accès libre
Mesurer les attitudes explicites, les connaissances et l’ouverture à l’autisme dans une population francophone
Koniou, Ioulia; Douard, Elise A.; Lanovaz, Marc; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Revue de psychoéducation, 2024-05-06)
La stigmatisation est un enjeu d’actualité pour les personnes autistes. Cependant, le manque d’instruments disponibles en français pour mesurer les défis liés à la stigmatisation est un frein à la recherche dans ce domaine. Pour remédier à ce problème, nous avons traduits trois outils afin de (a) mesurer les attitudes explicites, les connaissances et l’ouverture envers l’autisme dans une population francophone, (b) examiner l’influence de variables sociodémographiques sur ces mesures et (c) évaluer les éventuelles associations entre ces trois construits. Nous avons recruté 53 participants d’une communauté cégepienne qui ont répondu à trois questionnaires : le Societal Attitudes Towards Autism, l’Autism Spectrum Knowledge Scale – General Population, et l’Openness to Autism Scale. Les scores obtenus par les participants à chaque questionnaire étaient similaires à ceux rapportés dans des populations anglophones. De plus, les participants qui connaissaient une personne autiste ont obtenu des scores plus élevés sur l’échelle de connaissances. Les analyses ont également révélé une corrélation modérée entre les échelles évaluant les attitudes explicites et l’ouverture, suggérant que ces deux questionnaires mesuraient des construits similaires. Bien que des analyses plus approfondies des propriétés psychométriques soient nécessaires pour évaluer pleinement la pertinence de ces échelles traduites, elles semblent prometteuses pour examiner les effets des programmes de sensibilisation à l’autisme dans une population francophone.
Accès libre
Family meal environment differentially conditions the prospective association between early childhood screen time and key social relationships in adolescent girls
Harandian, Kianoush; Necsa, Béatrice; Barnett, Tracie A.; Pagani, Linda S.; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (MDPI, 2024-01-24)
Background: Despite screen time recommendations, children are increasingly spending time on electronic devices, rendering it an important risk factor for subsequent social and developmental outcomes. Sharing meals could offer a way to promote psychosocial development. This study examines the interaction between family meal environment and early childhood screen time on key adolescent social relationships. Methods: Participants are 1455 millennial children (49% boys) from the Quebec Longitudinal Study of Child Development birth cohort. Parents reported on child screen use at ages 2 and 6 years and family meal environment quality at age 6 years. Parents and children reported on parent–child relationships and peer victimization experiences, respectively, at age 13 years. Sex-stratified multiple regression estimated the direct association between screen time trends, family meal environment quality, and their interaction on later social relationship outcomes. Results: For girls, when preschool screen time increased, sharing family meals in highquality environments was associated with more positive and less conflictual relationships with their mothers, whereas meals shared in low- and moderate-quality environments were associated with fewer instances of victimization by their peers. Non-linear associations were not significant for boys. Conclusion: Capitalizing on family meal environment represents a simple/cost-efficient activity that can compensate for some long-term risks associated with increased screen use, above and beyond pre-existing and concurrent individual and family characteristics. Public health initiatives may benefit from considering family meals as a complementary intervention strategy to screen use guidelines.
Accès libre
Prospective associations between maternal depressive symptoms during early infancy and growth deficiency from childhood to adolescence
Pagani, Linda S.; Harandian, Kianoush; Necsa, Béatrice; Harbec, Marie-Josée; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (MDPI, 2023-11-27)
Maternal health represents an important predictor of child development; yet it often goes unnoticed during pediatric visits. Previous work suggests that mental state affects parenting. The relationship between infant exposure to maternal depressive symptoms suggests conflicting findings on physical growth. Body mass index (BMI) has not been rigorously examined across development. Using a prospective-longitudinal birth cohort of 2120 infants (50.7% boys), we estimated the prospective relationship between symptoms of maternal depressive symptoms at 5 months postpartum and later BMI in typically developing children. We hypothesized that maternal depressive symptom severity would predict later BMI through to adolescence. Mothers self-reported depressive symptoms at 5 months. Child BMI was measured by a trained research assistant at ages 6, 8, 10, 13, and 15 years. We estimated a series of sex-stratified regressions in which BMI was linearly regressed on maternal symptoms, while controlling for potential pre-existing/concurrent individual and family confounding factors. Boys born to mothers with more severe depressive symptoms at age 5 months had a significantly lower BMI than other boys at subsequent ages. There were no such associations observed for girls. Maternal depressive symptoms were prospectively associated with later BMI for sons and not daughters, predicting risk of faltering in growth through to adolescence. Health practitioners should routinely assess maternal psychological functioning during pediatric visits to optimize parent and child flourishment.
Accès libre
Using the prevent-teach-reinforce model to reduce challenging behaviors in children with autism spectrum disorder in home settings : a feasibility study
Argumedes Charles, Malena; Lanovaz, Marc; Larivée, Serge; Giannakakos, Antonia R.; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Elsevier, 2021-05-26)
Background. Children with autism spectrum disorders (ASD) often engage in high levels of challenging behaviors, which can be difficult to reduce for parents in home settings. The purpose of our study was to address this issue by examining the effects of adapting the Prevent-Teach-Reinforce model (PTR) to support parents in reducing challenging behaviors in children with ASD in a feasibility study. Method. We conducted a non-blinded randomized trial to compare the effect of the PTR to a business as usual, less intensive intervention (i.e., 3-hr training) on challenging and desirable behaviors (N = 24). Results. The PTR and the 3-hr parental training both reduced challenging behaviors and increased desirable behaviors. Moreover, parents implemented the PTR model with high fidelity and rated it highly for social acceptability. Conclusions. This feasibility study showed that it is possible to compare the PTR with families to a less intensive intervention in a future trial. However, research with a larger sample is essential to determine whether the PTR is more effective than less intensive treatments (e.g., parent training)
Accès libre
The Family game to support parents with intellectual disability in managing challenging behaviours : a replication
Tremblay, Joany; Douard, Elise A.; Lanovaz, Marc; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Wiley, 2024-02-08)
Background: Although many parents with intellectual disability (ID) demonstrate good parenting practices, some parents experience difficulties in managing challenging behaviours. One potential solution to this issue involves using The Family Game, a program designed to teach parents with ID how to manage challenging behaviours in their child. Aims: The purpose of our study was to conduct an independent replication of an investigation that had been performed by the developer of the program. Materials & Methods: We used a multiple baseline design to examine the effects of The Family Game on the behaviour of two parents with ID who had a 3-year-old child. Results: Similarly to the original study, our results indicate that The Family Game improved the use of effective parenting strategies during role play, but that these gains failed to generalise to real-life settings. Conclusion: The study further supports the necessity of adding novel strategies to the game to better promote generalisation.
Accès libre
Screening for psychological distress in healthcare workers using machine learning : a proof of concept
Geoffrion, Steve; Morse, Catherine; Dufour, Marie-Michèle; Bergeron, Nicolas; Guay, Stéphane; Lanovaz, Marc; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2023-11-16)
The purpose of this study was to train and test preliminary models using two machine learning algorithms to identify healthcare workers at risk of developing anxiety, depression, and post-traumatic stress disorder. The study included data from a prospective cohort study of 816 healthcare workers collected using a mobile application during the first two waves of COVID-19. Each week, the participants responded to 11 questions and completed three screening questionnaires (one for anxiety, one for depression, and one for post-traumatic stress disorder). Then, the research team selected two questions (out of the 11), which were used with biological sex to identify whether scores on each screening questionnaire would be positive or negative. The analyses involved a fivefold cross-validation to test the accuracy of models based on logistic regression and support vector machines using cross-sectional and cumulative measures. The findings indicated that the models derived from the two questions and biological sex accurately identified screening scores for anxiety, depression, and post-traumatic stress disorders in 70% to 80% of cases. However, the positive predictive value never exceeded 50%, underlining the importance of collecting more data to train better models. Our proof of concept demonstrates the feasibility of using machine learning to develop novel models to screen for psychological distress in at-risk healthcare workers. Developing models with fewer questions may reduce burdens of active monitoring in practical settings by decreasing the weekly assessment duration.
Accès libre
Salivary cortisol and stereotypy in minimally verbal children with autism : a pilot study
Dufour, Marie-Michèle; Lanovaz, Marc; Plusquellec, Pierrich; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2022-08-30)
Several studies have reported conflicting results when assessing associations between stress and repetitive behaviors in individuals with autism spectrum disorder (ASD). Some factors that may have caused these discrepant results include the monitoring of a single broad category for repetitive behaviors, the heterogeneity of the participants, and the use of indirect measures. To address the prior issues, our study explored the relationship between salivary cortisol and direct observation measures of stereotypy in four minimally verbal children with ASD. To this end, we combined an alternating-treatment design with multiple regression analyses to examine the interaction between the two variables. The analyses indicated that the mean value of cortisol was negatively associated with global and motor stereotypy. No significant relation was found between mean value of cortisol and vocal stereotypy. These results highlight the complex relationship between stress and stereotypy and emphasize the relevance of conducting research on a larger scale, which would have a direct impact on our understanding of a core feature of ASD.
Accès libre
Comorbid challenging behavior
Lanovaz, Marc; Rapp, John T.; Gendron, Alexie; Préfontaine, Isabelle; Turgeon, Stéphanie; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2017)
Accès libre
Behavior analytic methods
Lanovaz, Marc; Dufour, Marie-Michèle; Argumedes Charles, Malena; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2017)
Behavior analysts typically conceptualize social skills as behaviors, or series of behaviors, that mediate the responses of others. As such, practitioners may assess and teach social skills using the principles of learning derived from operant conditioning (e.g., positive reinforcement). In the current chapter, we first discuss the conceptualization of social skills from a behavior analytic standpoint. That is, social skills are behaviors that are evoked by environmental stimuli and reinforced by others. Next, we describe behavioral assessments that may be useful to conduct prior to teaching social skills to children such as task analysis, preference assessment, and functional assessment. Finally, we review teaching strategies that may be adopted by practitioners to teach the social skills identified by assessments. These strategies include prompting, fading, chaining, shaping, and discrete trial training. We also discuss how to adapt reinforcement schedules to teach social skills and present multiple methods to promote the generalization of the newly learned skills.
Accès libre
Noncompliance
Cook, Jennifer L.; Baruni, Rasha R.; Lanovaz, Marc; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2023-06-08)
Among challenging behavior, noncompliance has the unique characteristic of describing the failure to engage in, or the absence of, a specific behavior (i.e., compliance). Recognizing that the term “compliance” has negative connotations for many, we propose an alternative term, “cooperation,” to describe the behavior expected of children with autism who exhibit noncompliance. This chapter initially reviews the functional behavior assessment of noncompliance using indirect assessment, descriptive assessment, and functional analysis. Next, we examine antecedent and consequent interventions for active cooperation (i.e., following an instruction to complete a task), such as implementing the high-probability request sequence, reducing response effort, manipulating the delivery of instructions, and providing reinforcement. The third section focuses on interventions designed for passive cooperation (e.g., tolerating a medical device, remaining in the presence of a feared stimulus), which include exposure, noncontingent reinforcement, differential reinforcement of other behavior, and escape extinction. Overall, this chapter provides an overview of research and practices to support individuals who contend with noncompliance in children with autism.
Accès libre
Compliance training
Lanovaz, Marc; Wheatley, Tara L.; Richling, Sarah M.; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2023-04-30)
Compliance involves the extent to which a person behaves in accordance with the demands and expectations of their social environment. The issue of compliance is important to behavior analysis as failures to comply may produce detrimental effects on learning, health, social inclusion, and general well-being. This chapter aims to address this issue by reviewing behavior analytic practices in the assessment and treatment of compliance. Specifically, this chapter first reviews skill assessments, functional assessments, and preference assessments that should be typically conducted prior to the implementation of treatment. Next, a treatment section presents both antecedent-based and consequence-based interventions that contribute to improving compliance in different populations. Finally, this chapter ends by emphasizing the importance of rigorously selecting interventions and monitoring their effects to ensure that compliance training produces socially significant changes in the beneficiaries of behavior analytic services.
Accès libre
Brief report : virtual reality to raise awareness about autism
Koniou, Ioulia; Douard, Elise A.; Lanovaz, Marc; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2023-12-11)
Purpose The purpose of the study was to develop and test a virtual reality application designed to put the participants “in the shoes” of an autistic person during a routine task. Method The study involved a randomized controlled trial that included 103 participants recruited from a technical college. Each participant responded to three questionnaires to measure attitudes, knowledge, and openness toward autism. Prior to responding to these questionnaires, the participants in the experimental group also completed an 8-min virtual reality simulation designed by the research team in collaboration with autistic individuals. Results The participants who completed the virtual reality simulation reported better attitudes, more knowledge, and higher openness toward autism than the participants in the control group. Conclusion The results of the study suggest that virtual reality simulations are promising tools to raise awareness about autism.
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Paid employment in adolescence and rapid integration into a career-related job in early adulthood among vulnerable youth : the identity connection
Thouin, Éliane; Dupéré, Véronique; Denault, Anne-Sophie; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Elsevier, 2023-03-05)
For youth transitioning to adulthood, finding a job that matches one's career aspirations is a major challenge. This is especially true for non-college-bound youth, for whom well-paid, meaningful work opportunities are scarce. One avenue often proposed to enhance these youths' chances of successful professional integration is through work experiences during high school, which are thought to help at least in part by supporting identity development processes. The purpose of this study was to test this premise in a Canadian sample (N = 386; 50 % female; 23 % minority) of socioeconomically disadvantaged and academically vulnerable youth (48 % without a postsecondary degree) followed longitudinally from their mid-teens to their early twenties. Beyond potential confounders, no direct association was found between adolescent employment (at both moderate and intensive levels) and integration into a career-related job. However, mediation analyses showed that moderate work in high school (i.e., <20 h per week) was significantly associated with identity commitment (b = 1.82, p < .001), which was in turn linked to integration into a career-related job matching professional goals in early adulthood (b = 0.08, p < .001). Among the control variables, having a vocational degree was a strong predictor of integration into a career-related job. Overall, these results suggest that career counselors accompanying adolescents who do not intend to attend college should consider employment at moderate levels as an option to foster their identity related to future plans, interests, and values, as well as vocational training options.
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Beyond college for all : portrait of rapid and successful school-to-work transitions among vulnerable youth
Thouin, Éliane; Dupéré, Véronique; Denault, Anne‐Sophie; Schoon, Ingrid; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (American Psychological Association, 2023-06-29)
For noncollege-bound youth, swiftly finding a satisfying job upon exiting compulsory schooling might support adjustment. Yet, youths’ own job perceptions have rarely been considered in school-to-work transition research. Sequence analysis of monthly occupational status over 4 years (ages 16–20) in a low socioeconomic status Canadian sample overrepresenting academically-vulnerable youth (N = 386; 50% male; 23% visible minority) generated five school-to-work pathways: two work-bound ones with jobs perceived as aligned with career goals (Career Job, 10%) or not (Fill-In Job, 26%), alongside three others (Disconnected [15%], Prolonged Secondary Education [25%], Postsecondary Education [24%]). Mental health was strongest in the Career Job pathway. Male sex and adolescent employment were precursors to this advantageous pathway, underscoring the crucial role of work experience.
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Revisiting the link between depression symptoms and high school dropout : timing of exposure matters
Dupéré, Véronique; Dion, Éric; Nault-Brière, Frédéric; Archambault, Isabelle; Leventhal, Tama; Lesage, Alain; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Elsevier, 2017-11-28)
Purpose Recent reviews concluded that past depression symptoms are not independently associated with high school dropout, a conclusion that could induce schools with high dropout rates and limited resources to consider depression screening, prevention, and treatment as low-priority. Even if past symptoms are not associated with dropout, however, it is possible that recent symptoms are. The goal of this study was to examine this hypothesis. Methods In 12 disadvantaged high schools in Montreal (Canada), all students at least 14 years of age were first screened between 2012 and 2015 (Nscreened = 6,773). Students who dropped out of school afterward (according to school records) were then invited for interviews about their mental health in the past year. Also interviewed were matched controls with similar risk profiles but who remained in school, along with average not at-risk schoolmates (Ninterviewed = 545). Interviews were conducted by trained graduate students. Results Almost one dropout out of four had clinically significant depressive symptoms in the 3 months before leaving school. Adolescents with recent symptoms had an odd of dropping out more than twice as high as their peers without such symptoms (adjusted odds ratio = 2.17; 95% confidence interval = 1.14–4.12). In line with previous findings, adolescents who had recovered from earlier symptoms were not particularly at risk. Conclusions These findings suggest that to improve disadvantaged youths' educational outcomes, investments in comprehensive mental health services are needed in schools struggling with high dropout rates, the very places where adolescents with unmet mental health needs tend to concentrate.
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Gender differences in adolescents’ exposure to stressful life events and differential links to impaired school functioning
Lavoie, Laurence; Dupéré, Véronique; Dion, Éric; Crosnoe, Robert; Lacourse, Éric; Archambault, Isabelle; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Springer, 2019-01-19)
Gender differences in exposure and reactivity to specific stressful life events (SLE) contribute to explaining adolescent boys’ and girls’ differential susceptibility to common adjustment difficulties like depression and behavioral problems. However, it is unclear whether these gender differences are also relevant to understanding another key marker of adolescent maladjustment: high school dropout. A state-of-the-art interview protocol was used to assess recent SLE in a sample of academically vulnerable Canadian adolescents (N = 545, 52% boys). The sample was comprised of three groups in approximately equal proportions: 1) students who had recently dropped out; 2) matched students at risk of dropping out but who persevered nevertheless; and 3) “normative” students with an average level of risk. When SLE of all types were considered together, overall exposure was similar for adolescent boys and girls, and the SLE-dropout association did not vary as a function of gender. However, gender differences emerged for specific events. Boys were especially exposed to SLE related to performance (e.g., school failure, suspension) and conflicts with authority figures (e.g., with teachers or the police), whereas girls were particularly exposed to SLE involving relationship problems with family members, peers, or romantic partners. In terms of specific SLE-dropout associations, one consistent result emerged, showing that performance/authority-related SLE were significantly associated with dropout only among boys. It therefore seems that considering gendered exposure and sensitivity to SLE is important for understanding the emergence of educational difficulties with long-ranging consequences for future health and well-being.
Accès libre
Why do extracurricular activities prevent dropout more effectively in some high schools than in others? : a mixed-method examination of organizational dynamics
McCabe, Julie; Dupéré, Véronique; Dion, Éric; Thouin, Éliane; Archambault, Isabelle; Dufour, Sarah; Denault, Anne-Sophie; Leventhal, Tama; Crosnoe, Robert; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Taylor and Francis, 2018-07-24)
This study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles (Effective, Ineffective, and Mixed) were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in Effective schools, ECA had a unique overarching goal: to support school engagement and perseverance among all students, including vulnerable ones. Moreover, in these schools staff had access to sufficient resources—human and material—and implemented inclusive practices. In Ineffective schools, ECA were used as a means to attract well-functioning students from middle-class families, and substantial resources were channeled toward these students, with few efforts to include vulnerable ones. Schools with a Mixed profile had both strengths and weakness. Recommendations for school-level policies that bolster ECA’s ability to support students’ perseverance are provided.
Accès libre
Social contagion and high school dropout : the role of friends, romantic partners, and siblings
Dupéré, Véronique; Dion, Éric; Cantin, Stéphane; Archambault, Isabelle; Lacourse, Éric; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (American Psychological Association, 2020-06-18)
Social contagion theories suggest that adolescents in relationships with same-age high school dropouts should be at a greater risk of dropping out themselves. Yet, few studies have examined this premise, and none have considered all potentially influential same-age intimates, focusing instead on only either friends or siblings. Moreover, a key influence in adolescents’ social worlds, romantic partners, has been ignored. The goal of this study was to provide a comprehensive view of dropout contagion by considering occurrences of dropout among friends, siblings, and romantic partners. Data came from a sample of Canadian adolescents (N = 545) comprising one third of high school dropouts; a second third of carefully matched at-risk but persevering schoolmates; and a last third of average, not-at-risk students. As predicted, adolescents were at greater risk of dropping out when a member of their network had recently left school (i.e., in the past year, OR = 3.11; 95% CI [1.78, 6.27]), with independent associations of nontrivial sizes for occurrences of dropout among friends, romantic partners, and siblings (ORs between 1.97 [95% CI 1.25, 3.41] and 3.12 [95% CI 1.23, 11.0]). Moreover, adolescents seemed particularly at risk of quitting school (OR = 4.88; 95% CI [2.54, 12.5]) when their networks included more than one type of same-age intimate (e.g., a friend and a sibling) who had recently dropped out. Findings suggest that social contagion of dropout is a pervasive phenomenon in low-income schools and that prevention programs should target adolescents with same-age intimates who have recently left school.
Accès libre
Adaptation and validation of the life events and difficulties schedule for use with high school dropouts
Dupéré, Véronique; Dion, Éric; Harkness, Kate; McCabe, Julie; Thouin, Éliane; Parent, Sophie; Université de Montréal. Faculté des arts et des sciences. École de psychoéducation (Wiley, 2016-11-16)
The Life Events and Difficulties Schedule (LEDS) is considered the standard for measuring psychosocial stressor exposure, but it has not been used with academically at-risk adolescents, including high school dropouts. The goal of this study was to (1) adapt the LEDS for use with this population, and (2) examine the reliability (interrater) and validity (concurrent and predictive) of this adaptation among a sample of vulnerable adolescents (N = 545). Good reliability coefficients (.79–.90) were obtained, and stressor exposure was associated with concurrent criteria indexing mental health outcomes (depression) and major risk factors for dropout (administratively recorded and self-reported). Also, LEDS scores predicted dropout beyond these risk factors. The adapted LEDS appears useful for describing academically struggling adolescents’ stressor exposure.

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