{"id":439,"date":"2021-02-03T19:28:13","date_gmt":"2021-02-04T00:28:13","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=439"},"modified":"2022-02-09T12:53:05","modified_gmt":"2022-02-09T17:53:05","slug":"preter-attention","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/reconnaissance-et-gestion-des-emotions\/comprendre\/preter-attention\/","title":{"rendered":"Pr\u00eater attention"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Expliquez aux \u00e9l\u00e8ves comment nos pens\u00e9es peuvent influencer nos \u00e9motions, ce qui peut mener \u00e0 diverses actions de notre part (voir la pratique \u00ab Pens\u00e9es et sentiments r\u00e9alistes \u00bb).<\/li>\n<li>Demandez aux \u00e9l\u00e8ves d\u2019identifier un moment particulier de la journ\u00e9e au cours duquel ils pensent ressentir syst\u00e9matiquement une \u00e9motion particuli\u00e8re \u2013 par exemple, lorsqu\u2019ils arrivent \u00e0 l\u2019\u00e9cole, entrent dans une certaine classe, voient une personne en particulier, etc.<\/li>\n<\/ul>\n<p><strong>Exercer un suivi pendant une semaine :<\/strong><\/p>\n<ul>\n<li>\u00c0 l\u2019aide d\u2019un journal ou de leur t\u00e9l\u00e9phone, demandez aux \u00e9l\u00e8ves de faire le suivi de leur \u00e9motion dans la situation pr\u00e9d\u00e9termin\u00e9e.<\/li>\n<li>Une fois la semaine termin\u00e9e, demandez aux \u00e9l\u00e8ves s\u2019ils ont observ\u00e9 quelque chose d\u2019int\u00e9ressant. \u00c9tait-ce ce \u00e0 quoi ils s\u2019attendaient, ou y avait-il quelques surprises?<\/li>\n<li>Notez que les \u00e9l\u00e8ves n\u2019ont pas besoin de fournir des d\u00e9tails sur ce qu\u2019ils ont ressenti \u00e0 chacun de ces moments, car ils peuvent ne pas avoir envie de le partager avec leurs camarades de classe&#8230;c\u2019est un exercice d\u2019autor\u00e9flexion\/d\u2019autosurveillance.<\/li>\n<li>Dans leur journal, les \u00e9l\u00e8ves identifient les \u00e9v\u00e9nements qui ont contribu\u00e9 \u00e0 g\u00e9n\u00e9rer leurs \u00e9motions.<\/li>\n<\/ul>\n<p><strong>Pratiquer la gestion des \u00e9motions :<\/strong><\/p>\n<ul>\n<li>Demandez aux \u00e9l\u00e8ves de choisir une pratique \u00e0 essayer dans la semaine \u00e0 venir pour modifier l\u2019\u00e9motion ressentie, si n\u00e9cessaire, et pour suivre leurs progr\u00e8s dans leur journal ou leur t\u00e9l\u00e9phone.<\/li>\n<li>Donnez des exemples de pratiques de la cat\u00e9gorie \u00ab Gestion du stress et adaptation \u00bb (p. ex., respiration, \u00e9tirement, relaxation).<\/li>\n<li>Une fois la semaine termin\u00e9e, demandez aux \u00e9l\u00e8ves d\u2019\u00e9crire dans leur journal s\u2019ils ont observ\u00e9 quelque chose d\u2019int\u00e9ressant. \u00c9tait-ce ce \u00e0 quoi ils s\u2019attendaient, ou y avait-il quelques surprises?<\/li>\n<\/ul>\n<p><strong>Continuer :<\/strong><\/p>\n<ul>\n<li>Les th\u00e8mes d\u2019autosurveillance peuvent changer tous les mois. L\u2019information fait l\u2019objet d\u2019un suivi par l\u2019\u00e9l\u00e8ve.<\/li>\n<li>Il est important pour l\u2019enseignant de faire chaque semaine un suivi aupr\u00e8s des \u00e9l\u00e8ves, car sinon, ils perdront tout int\u00e9r\u00eat.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Ressources-supplmentaires-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneRessources-supplmentaires-0' aria-expanded='false' aria-controls='collapseOneRessources-supplmentaires-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Ressources suppl\u00e9mentaires<\/h3><\/a><\/div><div id='collapseOneRessources-supplmentaires-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneRessources-supplmentaires-0' data-parent='#accordion0'><div class='card-body'><p>Pratique compl\u00e9mentaire : <a href=\"https:\/\/smho-smso.ca\/emhcsecondary\/reconnaissance-et-gestion-des-emotions\/comprendre\/pensee-et-sentiment-realistes\/\">Pens\u00e9es et sentiments r\u00e9alistes<\/a> (Reconnaissance et gestion des \u00e9motions)<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Donnes-probantes-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneDonnes-probantes-0' aria-expanded='false' aria-controls='collapseOneDonnes-probantes-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Donn\u00e9es probantes<\/h3><\/a><\/div><div id='collapseOneDonnes-probantes-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneDonnes-probantes-0' data-parent='#accordion0'><div class='card-body'><p>Tous les \u00e9l\u00e8ves ont des mod\u00e8les caract\u00e9ristiques de pens\u00e9es et d\u2019actions qui influent sur l\u2019humeur et entra\u00eenent des \u00e9motions positives et n\u00e9gatives (Oatley et Johnson-Laird, 2014). La compr\u00e9hension de ces mod\u00e8les personnels est une \u00e9tape importante dans la r\u00e9gulation des \u00e9motions parce que les \u00e9l\u00e8ves qui sont capables de modifier ce qu\u2019ils pensent dans certaines situations, peuvent g\u00e9rer efficacement leurs \u00e9motions et rester concentr\u00e9s sur leur t\u00e2che (Lagattuta, 2014; Webb et al., 2012). Embry et Biglan (2008) affirment que l\u2019utilisation d\u2019une technique d\u2019entretien motivationnel qui consiste \u00e0 reconna\u00eetre les comportements qui devraient \u00eatre modifi\u00e9s, \u00e0 d\u00e9finir des objectifs permettant de modifier un comportement particulier et \u00e0 \u00eatre conscient des actions susceptibles de nuire \u00e0 la r\u00e9alisation de l\u2019objectif, entra\u00eene une comp\u00e9tence sociale accrue, la r\u00e9alisation d\u2019objectifs, des comportements sains et du succ\u00e8s.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Rfrences-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneRfrences-0' aria-expanded='false' aria-controls='collapseOneRfrences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> R\u00e9f\u00e9rences<\/h3><\/a><\/div><div id='collapseOneRfrences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneRfrences-0' data-parent='#accordion0'><div class='card-body'><p>Embry, D. D., &amp; Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. <em>Clinical child and family psychology review, 11<\/em>(3), 75-113. doi:10.1007\/s10567-008-0036-x<\/p>\n<p>Lagattuta, K. H. (2014). Linking Past, Present, and Future: Children&#8217;s Ability To Connect Mental States and Emotions Across Time. <em>Child Development Perspectives, 8<\/em>(2), 90-95. doi:10.1111\/cdep.12065<\/p>\n<p>Oatley, K., &amp; Johnson-Laird, P. N. (2014). <em>Cognitive approaches to emotions<\/em>. Trends in Cognitive Sciences. doi:10.1016\/j.tics.2013.12.004<\/p>\n<p>Webb, T. L., Miles, E., &amp; Sheeran, P. (2012). Dealing with feeling: A meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. <em>Psychological Bulletin, 138<\/em>(4), 775-808. doi:10.1037\/a0027600<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Aider les \u00e9l\u00e8ves \u00e0 reconna\u00eetre leurs \u00e9motions et leurs situations de vie de mani\u00e8re r\u00e9aliste<\/p>\n","protected":false},"author":2,"featured_media":745,"parent":411,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[102,136,126,100],"tags":[],"class_list":["post-439","page","type-page","status-publish","has-post-thumbnail","hentry","category-comprendre","category-hebdomadaire","category-option-virtuelle","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/comments?post=439"}],"version-history":[{"count":5,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/439\/revisions"}],"predecessor-version":[{"id":1297,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/439\/revisions\/1297"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/411"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/745"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=439"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=439"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}