{"id":502,"date":"2021-02-04T09:47:04","date_gmt":"2021-02-04T14:47:04","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=502"},"modified":"2022-02-09T15:44:49","modified_gmt":"2022-02-09T20:44:49","slug":"affirmations-positives","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/motivation-positive-et-perseverance\/le-recadrage\/affirmations-positives\/","title":{"rendered":"Affirmations positives"},"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>Donnez quelques exemples d\u2019affirmations positives (ou peuvent \u00eatre discut\u00e9es avec les \u00e9l\u00e8ves).<\/li>\n<li>Les \u00e9l\u00e8ves \u00e9crivent ou notent (\u00e0 l\u2019aide de leurs appareils) leurs propres affirmations positives pour la semaine.<\/li>\n<li>Terminez en demandant aux \u00e9l\u00e8ves de s\u2019asseoir, leur affirmation positive consign\u00e9e sur une feuille, et de prendre quelques bonnes inspirations pour y r\u00e9fl\u00e9chir.<\/li>\n<li>Demandez aux \u00e9l\u00e8ves de mettre leur feuille sur laquelle figure leur affirmation positive \u00e0 un endroit o\u00f9 ils pourront la r\u00e9cup\u00e9rer au cours de la semaine.<\/li>\n<li>Une solution de rechange consiste \u00e0 faire lire \u00e0 quelques \u00e9l\u00e8ves leur feuille \u00e0 haute voix.<\/li>\n<\/ul>\n<p>REMARQUE\u00a0: La co-cr\u00e9ation de normes d\u2019inclusion, de respect de la diversit\u00e9, de compassion et de collaboration en classe aidera \u00e0 cr\u00e9er des discussions dans un climat \u00e9motionnel positif et s\u00e9curitaire. Pour assurer un dialogue respectueux, les normes doivent \u00eatre co-cr\u00e9\u00e9es \u00e0 l\u2019avance et rappel\u00e9es aux \u00e9l\u00e8ves tout au long de l\u2019activit\u00e9.<\/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'><p>Pratique compl\u00e9mentaire\u00a0: <a href=\"https:\/\/smho-smso.ca\/emhcsecondary\/reconnaissance-et-gestion-des-emotions\/comprendre\/pensees-et-les-sentiments-realistes\/\">Pens\u00e9es et sentiments r\u00e9alistes<\/a> (Reconnaissance et gestion des \u00e9motions)<\/p>\n<p>Veuillez consulter notre <a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/affiches-sur-lase-pour-les-ecoles-secondaires\/\" target=\"_blank\" rel=\"noopener\">s\u00e9rie d\u2019affiches sur l\u2019apprentissage socio\u00e9motionnel<\/a>, pour acc\u00e9der \u00e0 l\u2019affiche \u00ab Affirmations \u00e0 quatre doigts \u00bb<\/p>\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>Cette activit\u00e9 peut \u00e9galement renforcer la pratique \u00ab Pens\u00e9es et sentiments r\u00e9alistes \u00bb.<\/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>Il existe de nombreuses preuves qui d\u00e9montrent la relation entre les pens\u00e9es, les \u00e9motions et les actions. L\u2019utilisation de pens\u00e9es positives peut influencer nos \u00e9motions et nos comportements de fa\u00e7on utile et peut aider \u00e0 recadrer les \u00e9v\u00e9nements n\u00e9gatifs en offrant une perspective plus optimiste (Sherman, et al., 2013; Brady, et al., 2016). Les pens\u00e9es et les \u00e9motions ont une influence bidirectionnelle, c\u2019est-\u00e0-dire que les \u00e9motions influencent nos pens\u00e9es dans une situation donn\u00e9e, et que les pens\u00e9es influencent notre r\u00e9action \u00e9motionnelle \u00e0 cette situation (Clore et Palmer, 2009; Oatley et Johnson-Laird, 2014). Comprendre ce ph\u00e9nom\u00e8ne constitue la premi\u00e8re \u00e9tape dans le d\u00e9veloppement des comp\u00e9tences pour g\u00e9rer ce cycle, en changeant la fa\u00e7on dont on con\u00e7oit les situations (Webb, 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>Brady, S. T., Reeves, S. L., Garc\u00eda, J., Purdie-Vaughns, V., Cook, J. E., Taborsky-Barba, S., &#8230;Cohen, G. L. (2016). The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress. <em>Journal of Educational Psychology, 108<\/em>(3), 353.<\/p>\n<p>Clore, G. L., &amp; Palmer, J. (2009). Affective guidance of intelligent agents: How emotion controls cognition. <em>Cognitive Systems Research, 10<\/em>(1), 21-30. doi:10.1016\/j.cogsys.2008.03.002<\/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>Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garc\u00eda, J., Taborsky-Barba, S., &#8230;Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. <em>Journal of Personality and Social Psychology, 104<\/em>(4), 591-618.<\/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 identifier des affirmations personnelles qui peuvent les aider lorsqu\u2019ils font face au stress ou \u00e0 des d\u00e9fis<\/p>\n","protected":false},"author":2,"featured_media":752,"parent":417,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[120,122,136,112,126,100],"tags":[],"class_list":["post-502","page","type-page","status-publish","has-post-thumbnail","hentry","category-aucun-materiel-requis","category-enseignants-suppleants","category-hebdomadaire","category-motivation-positive-et-perseverance","category-option-virtuelle","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/502","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=502"}],"version-history":[{"count":9,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/502\/revisions"}],"predecessor-version":[{"id":1318,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/502\/revisions\/1318"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/417"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/752"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=502"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=502"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=502"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}