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Le modèle intégré des parcours de vie, de l’engagement scolaire et de la résilience des jeunes issu·es de l’immigration

Isabelle Archambault, Véronique Dupéré, Sophie Pascal, Kristel Tardif-Grenier and Michel Janosz
This article presents the foundations of an integrated life-course Model of immigrant-background student engagement and resilience (MIS-ER) associated with school perseverance or dropout. This model draws on two major fields of study: theories and empirical research examining sources of stress and support associated with school engagement-disengagement, as well as school perseverance or dropout among youth in general; and research focusing on resilience processes related to adaptation and school perseverance among immigrant background students. The MIS-ER thus seeks to explain why some of these students who are nonetheless well engaged in school encounter adaptation difficulties and ultimately drop out, while others who display early signs of disengagement demonstrate strong resilience and school perseverance. The MIS-ER highlights the role of a wide range of factors, beginning with broader contextual factors such as the historical, political, geographical, and sociocultural contexts in which youth develop. It also emphasizes youths’ migration trajectories, their long-term predispositions and risks, as well as more proximal precipitating and protective factors that account for the heterogeneity of their engagement–resilience trajectories over time. Ultimately, the model posits that the dynamic and bidirectional interactions among these different factors contribute either to supporting the adaptation and school perseverance of immigrant background youths or, conversely, to adaptation difficulties associated with their school dropout.

L’expérience de la maltraitance, du placement en protection de la jeunesse et de la délinquance vue par les jeunes adultes au Québec

Camille Bégin and Julie Marcotte
This qualitative study explores the perceived links between child maltreatment, child protection involvement, and delinquency from the perspective of "dual system youth," a viewpoint rarely examined in depth. Based on 19 life narratives from young adults who experienced both child protection and criminal justice systems in Quebec, thematic analysis revealed four central motivations for delinquent behaviors: substance use as a bridge to escape trauma, the quest for recognition and belonging, delinquency as a means to mask a victim identity, and the expression of anger and unmet needs. The theoretical framework proposed by Glynn (2021) combining recognition theory (Honneth, 1995), precarity (Stanging, 2011) and liminality (Furlong et al., 2018) was used to examine how dual system youth make sens of their experiences in child protection and delinquency. These findings highlight youths' agency in the face of adversity and emphasize the need for trauma-informed interventions focused on recognition and belonging.

Minorités sexuelles et de genre dans les soins et services en Estrie : analyse écosystémique du stress et de la résilience

Julie Christine Cotton, Sophie Parent, Sandy Nadeau, Christine Loignon and Mathé-Manuel Daigneault
While sexual and gender minorities (SGM) are overrepresented in certain health problems, they face persistent inequalities in access to health and social services, particularly in regional contexts. This study aims to identify stress and resilience factors experienced by SGM individuals in Estrie within health and social services, as well as in other spheres of their lives. It also seeks to understand how these factors take shape and interact within the social systems in which they emerge, and to explore the effects that these dynamics may have, as perceived by the individuals concerned, on their mental and physical health. Drawing on verbatim data from four focus groups (n = 19 sexual and/or gender minority participants), a thematic analysis was conducted using a deductive approach guided by two stages of coding: the first informed by the minority stress model, and the second by the ecosystemic model. The results highlight the presence of stressors across multiple systemic levels, particularly within the exosystem (services and institutions), where participants reported barriers to access, lack of recognition, and experiences of discrimination. These dynamics tend to generate internalized stress that may exacerbate existing inequalities. In contrast, the resilience factors identified were primarily situated within the microsystem, notably through individual strategies and community networks, revealing a lack of formal and systemic support. These findings underscore the need to consider resilience from an ecological and collective perspective and call for structural changes in professional and organizational practices.

Former autrement les intervenants oeuvrant auprès d’adultes autistes en milieu résidentiel

Justine Larochelle-Guy, Isabelle Préfontaine, Valérie Martin and Marie-Michèle Dufour
Ensuring quality care in residential settings for autistic adults, with or without intellectual disability, represents a major challenge, particularly given the level of staff qualifications required to effectively meet their needs. High staff turnover in residential settings further complicates employee training. The present study aimed to evaluate the effectiveness and social acceptability of an interactive online training program specifically developed for a residential settings housing 16 autistic adults. A concurrent mixed-methods design with triangulation was implemented with 13 newly hired staff members who completed the training. Participants completed a knowledge questionnaire at two time points (pre-test and post-test) and took part in a semi-structured interview. Results from the non-parametric Wilcoxon test indicate a statistically significant improvement in knowledge following completion of the training. Thematic analysis revealed that most participants appreciated the training content, structure, format, and duration. Staff members also reported an increased sense of competence in their daily tasks after completing the training. The high level of social acceptability suggests that the training addresses practitioners’ needs and promotes a better understanding of autism-related specificities. Although the training was largely well received, areas for improvement were identified, including the need for post-training support and the inclusion of more concrete examples. This study highlights the value of interactive online training for staff working with autistic adults in residential settings.

Les ingrédients-clés des interventions pour favoriser l’action climatique chez les personnes adolescentes : croiser les savoirs scientifiques et expérientiels

Anne-Sophie Denault, Maxim Bouchard, Véronique Dupéré, Isabelle Archambault and François Poulin
Adolescents are aware of and concerned about the challenges posed by climate change. To support them, one effective strategy is to create opportunities for climate action and provide guidance throughout the process. The first objective of this study was to identify the key ingredients of interventions that promote climate action among adolescents by integrating scientific knowledge with the experiential insights of staff members working in youth environmental organizations. The second objective was to develop a logical intervention model to guide practitioners and youth organizations in their planning and reflection. Following a narrative review of the topic, an online questionnaire was sent to youth organizations engaged in environmental initiatives to collect their experiential knowledge. Based on the questionnaire results, a collaborative activity was organized in which staff members from these organizations worked together to design an “ideal” logical intervention model to foster climate action among adolescents. The findings revealed essential elements for effective youth interventions. These results will be valuable for practitioners seeking to support adolescents in their climate action efforts and for youth organizations already implementing such initiatives in school and community settings.