{"id":461,"date":"2021-02-03T19:35:01","date_gmt":"2021-02-04T00:35:01","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=461"},"modified":"2022-02-09T23:19:55","modified_gmt":"2022-02-10T04:19:55","slug":"sur-qui-peux-tu-compter","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/gestion-du-stress-et-adaptation\/la-recherche-daide\/sur-qui-peux-tu-compter\/","title":{"rendered":"Sur qui peux-tu compter?"},"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='10--15-minutes-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOne10--15-minutes-0' aria-expanded='true' aria-controls='collapseOne10--15-minutes-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> 10 \u00e0 15 minutes<\/h3><\/a><\/div><div id='collapseOne10--15-minutes-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOne10--15-minutes-0' data-parent='#accordion0'><div class='card-body'><p>Fournissez aux \u00e9l\u00e8ves le contexte de la pratique (voir la section \u00ab\u00a0Donn\u00e9es probantes\u00a0\u00bb).<\/p>\n<p>Remue-m\u00e9ninges :<\/p>\n<ul>\n<li>Donne-moi des id\u00e9es positives sur la gestion du stress.<\/li>\n<li>Quelles sont les personnes potentielles qui pourraient t\u2019aider\/te soutenir dans ta vie?\u00a0\u00c0 ton \u00e9cole? Dans ta communaut\u00e9?<\/li>\n<li>Quand demanderais-tu \u00e0 un ami de t\u2019aider et quand devrais-tu demander l\u2019aide d\u2019un adulte?<\/li>\n<\/ul>\n<p>Demandez aux \u00e9l\u00e8ves de faire ce qui suit\u00a0:<\/p>\n<ul>\n<li>Trouve deux strat\u00e9gies et deux personnes qui peuvent t\u2019aider \u00e0 g\u00e9rer ton stress.<\/li>\n<li>Sur une fiche de la taille d\u2019un portefeuille, note deux strat\u00e9gies au recto et le nom de deux personnes au verso.<\/li>\n<li>Ajoutes-y le num\u00e9ro de t\u00e9l\u00e9phone ou l\u2019adresse du site de Jeunesse, J\u2019\u00e9coute.<\/li>\n<\/ul>\n<p>REMARQUE :\u00a0Si vous remarquez que certains \u00e9l\u00e8ves ont des difficult\u00e9s avec l\u2019exercice, envisagez de les aborder individuellement pour faire un remue-m\u00e9ninges.\u00a0Reconnaissez que l\u2019instauration de la confiance prend du temps.<\/p>\n<p>Demandez r\u00e9guli\u00e8rement aux \u00e9l\u00e8ves s\u2019ils trouvent utiles les exercices de leur choix, et consultez-les p\u00e9riodiquement afin de garder actif le concept de la \u00ab\u00a0fiche d\u2019aide\u00a0\u00bb et de v\u00e9rifier si les donn\u00e9es sont encore \u00e0 jour.<\/p>\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'><ul>\n<li><a href=\"https:\/\/jeunessejecoute.ca\" target=\"_blank\" rel=\"noopener\">Jeunesse, J\u2019\u00e9coute<\/a> : 1-800-668-6868<\/li>\n<li><a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/aucun-probleme-nest-trop-grand-ou-trop-petit-ressource-pour-la-recherche-daide-destinee-aux-eleves\/\" target=\"_blank\" rel=\"noopener\">Aucun probl\u00e8me n\u2019est trop grand ou trop petit<\/a><\/li>\n<\/ul>\n<ul>\n<li><a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/la-recherche-daide\/\" target=\"_blank\" rel=\"noopener\">SMS-ON La recherche d\u2019aide<\/a><\/li>\n<li><a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/series-de-graphiques-sur-la-litteratie-en-matiere-de-sante-mentale-et-la-gestion-de-lanxiete-concues-pour-les-medias-sociaux\/\">S\u00e9rie de graphiques sur la gestion de l&#8217;anxi\u00e9t\u00e9, \u00e0 partager dans les m\u00e9dias sociaux<\/a><\/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'><ul>\n<li>Expliquez aux \u00e9l\u00e8ves que, si la premi\u00e8re \u00e9tape consiste \u00e0 savoir qui contacter, l\u2019\u00e9tape suivante consiste \u00e0 savoir comment demander l\u2019aide de cette personne. Faites avec les \u00e9l\u00e8ves un remue-m\u00e9ninges pour trouver quelques id\u00e9es sur la mani\u00e8re de demander de l\u2019aide. Voici un exemple\u00a0: \u00abJe ne me sens pas bien. Avez-vous quelques minutes \u00e0 me consacrer?\u00a0\u00bb.<\/li>\n<li>Placez un peu partout \u00e0 l\u2019\u00e9cole (\u00e0 l\u2019arri\u00e8re des portes des cabines des toilettes \u00e9galement) des affiches sur lesquelles figurent des personnes auxquelles les \u00e9l\u00e8ves peuvent demander de l\u2019aide dans leur \u00e9cole. Faites preuve de diversit\u00e9 culturelle dans vos affiches.<\/li>\n<li>Les \u00e9l\u00e8ves peuvent cr\u00e9er un babillard anti-stress o\u00f9 ils afficheraient des ressources communautaires, des mesures de soutien \u00e0 l\u2019\u00e9cole et des id\u00e9es positives sur la gestion du stress. Cela pourrait aussi inclure la publication d\u2019id\u00e9es sur des notes autocollantes que les \u00e9l\u00e8ves pourront prendre au besoin.<\/li>\n<\/ul>\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>Les \u00e9l\u00e8ves peuvent se sentir stress\u00e9s ou accabl\u00e9s sans s\u2019en rendre compte, ou bien ils peuvent \u00eatre conscients de ces sentiments, mais ne savent pas trop quoi faire pour les ma\u00eetriser. La normalisation du stress par l\u2019interm\u00e9diaire 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, Hermans, Van Audenhove, et Van den Bergh, 2012). Le partage de strat\u00e9gies en salle de classe aide \u00e0 donner l\u2019exemple aux \u00e9l\u00e8ves que nous devons tous d\u00e9velopper les habilet\u00e9s d\u2019adaptation qui nous permettent d\u2019\u00eatre r\u00e9silients face au stress.<\/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>Barker, G. (2007)\u00a0<em>Adolescents, social support and help-seeking behaviour<\/em>: An international literature review and programme consultation with recommendations for action. World Health Organization Discussion Papers on Adolescence. Geneva: WHO.<\/p>\n<p>Bergin, C., &amp; Bergin, D. (2009). Attachment in the classroom.\u00a0<em>Educational Psychology Review, 21<\/em>(2), 141-170.<\/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.\u00a0<em>The Journal of School Health, 74<\/em>(7), 284-92.<\/p>\n<p>Roorda, D. L., Koomen, H. M., Spilt, J. L., &amp; Oort, F. J. (2011). The influence of affective teacher\u2013student relationships on students\u2019 school engagement and achievement: A meta-analytic approach.\u00a0<em>Review of educational research, 81<\/em>(4), 493-529.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Encourager la recherche d\u2019aide, qui est une comp\u00e9tence importante pour la r\u00e9silience personnelle<\/p>\n","protected":false},"author":2,"featured_media":977,"parent":357,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[116,132,100],"tags":[],"class_list":["post-461","page","type-page","status-publish","has-post-thumbnail","hentry","category-gestion-du-stress-et-adaptation","category-mensuelle","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/461","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=461"}],"version-history":[{"count":7,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/461\/revisions"}],"predecessor-version":[{"id":1346,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/461\/revisions\/1346"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/357"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/977"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=461"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=461"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}