{"id":453,"date":"2021-02-03T19:32:00","date_gmt":"2021-02-04T00:32:00","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=453"},"modified":"2022-02-09T09:11:47","modified_gmt":"2022-02-09T14:11:47","slug":"mur-de-gentillesse","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/relations-saines\/les-gestes-de-gentillesse\/mur-de-gentillesse\/","title":{"rendered":"Mur de gentillesse"},"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>Fournissez aux \u00e9l\u00e8ves le contexte de la pratique (voir la section \u00ab Donn\u00e9es probantes \u00bb).<\/li>\n<li>Discutez avec la classe des types de messages qui peuvent refl\u00e9ter l\u2019empathie, l\u2019encouragement ou la reconnaissance.<\/li>\n<li>Construisez, avec vos \u00e9l\u00e8ves, un espace s\u00fbr dans la salle de classe, ou \u00e0 l\u2019\u00e9cole, o\u00f9 les \u00e9l\u00e8ves peuvent laisser des messages d\u2019empathie, d\u2019encouragement et de reconnaissance qui d\u00e9montrent qu\u2019ensemble, nous sommes une communaut\u00e9 et nous nous soutenons les uns les autres\u00a0\u2013 Personne n\u2019est seul!<\/li>\n<li>V\u00e9rifiez les messages pour vous assurer que le contenu est appropri\u00e9.<\/li>\n<li>Regardez et r\u00e9fl\u00e9chissez r\u00e9guli\u00e8rement avec les \u00e9l\u00e8ves sur les messages qu\u2019ils ont d\u00e9pos\u00e9s.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><p>En contexte virtuel, vous pouvez faire un mur de gentillesse virtuel par l\u2019entremise de diff\u00e9rentes plateformes interactives (p. ex., Jamboard).<\/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>Des exp\u00e9riences mutuelles de prises en charge, \u00eatre respect\u00e9 et valoris\u00e9 et le fait de se rendre compte que les exp\u00e9riences des autres sont semblables \u00e0 la n\u00f4tre favorisent des relations saines au sein des \u00e9coles (Graham et al., 2016). Les relations de soutien et d\u2019entraide au sein des \u00e9coles am\u00e9liorent les r\u00e9sultats en mati\u00e8re de sant\u00e9 mentale pour les \u00e9l\u00e8ves (McNeely et Falci, 2004), les relations entre pairs ayant la plus grande incidence sur le bien-\u00eatre \u00e9motionnel des \u00e9l\u00e8ves (Kutsyuruba, et al., 2015). De plus, les \u00e9l\u00e8ves peuvent se sentir stress\u00e9s et d\u00e9pass\u00e9s sans s\u2019en rendre compte, ou \u00eatre conscients des sentiments qui les habitent, mais ne savent pas quoi faire pour les g\u00e9rer; par cons\u00e9quent, la normalisation du stress par le biais de la psycho\u00e9ducation peut r\u00e9duire l\u2019impact du stress sur le bien-\u00eatre et le d\u00e9veloppement (U.S. Department of Health and Human Services, 2008; Van Daele et al., 2012).<\/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>Graham, A., Powell, M.A. &amp; Truscott, J. (2016) <em>Facilitating student well-being: relationships do matter<\/em>, Educational Research, 58:4, 366-383.doi: 10.1080\/00131881.2016.1228841<\/p>\n<p>Kutsyuruba, B., Klinger, D. &amp; Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. <em>Review of Education, 3(1),<\/em> 103-135. doi:10.1002\/rev3.3043.<\/p>\n<p>McNeely, C., &amp; Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. <em>The Journal of School Health, 74<\/em>(7), 284-92.<\/p>\n<p>U.S. Department of Health and Human Services (2008). <em>The effects of childhood stress on health across the lifespan<\/em>. Retrieved from: http:\/\/health-equity.lib.umd.edu\/932\/1\/Childhood_Stress.pdf<\/p>\n<p>Van Daele, T., Hermans, D., Van Audenhove, C., &amp; Van den Bergh, O. (2012). Stress reduction through psychoeducation: a meta-analytic review. <em>Health Educ Behav, 39<\/em>(4), 474-485. doi:10.1177\/1090198111419202<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Sensibiliser les \u00e9l\u00e8ves au fait qu\u2019il y a du soutien et une communaut\u00e9 autour de nous<\/p>\n","protected":false},"author":2,"featured_media":711,"parent":393,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[104,122,98,130,108],"tags":[],"class_list":["post-453","page","type-page","status-publish","has-post-thumbnail","hentry","category-accueillir","category-enseignants-suppleants","category-inclure","category-quotidienne","category-relations-saines"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/453","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=453"}],"version-history":[{"count":7,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/453\/revisions"}],"predecessor-version":[{"id":1268,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/453\/revisions\/1268"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/393"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/711"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=453"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=453"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=453"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}