{"id":534,"date":"2021-02-04T13:01:14","date_gmt":"2021-02-04T18:01:14","guid":{"rendered":"https:\/\/smho-smso.ca\/fwsecondary\/?page_id=534"},"modified":"2022-02-05T23:48:40","modified_gmt":"2022-02-06T04:48:40","slug":"faire-une-pause","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/fwsecondary\/reconnaissance-et-gestion-des-emotions\/jauger\/faire-une-pause\/","title":{"rendered":"Faire une pause"},"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 pourquoi il est important de pouvoir reconna\u00eetre et \u00e9tiqueter nos \u00e9motions, et g\u00e9rer nos facteurs de stress quotidiens. Une fa\u00e7on de le faire est d\u2019utiliser un acronyme.<\/li>\n<li>Demandez aux \u00e9l\u00e8ves de r\u00e9fl\u00e9chir \u00e0 un acronyme (avec toute la classe, \u00e0 deux ou seul) qui les invitera \u00e0 reconna\u00eetre leurs \u00e9motions et \u00e0 fournir des strat\u00e9gies pour les g\u00e9rer.\n<ul>\n<li>Par exemple : R\u00caVE (reconna\u00eetre, \u00e9couter, v\u00e9rifier, encourager).<\/li>\n<\/ul>\n<\/li>\n<li>Demandez r\u00e9guli\u00e8rement aux \u00e9l\u00e8ves de fournir des exemples de l\u2019utilisation de l\u2019acronyme ou de la mani\u00e8re dont ils l\u2019ont utilis\u00e9, ou du moment o\u00f9 il pourrait \u00eatre utilis\u00e9 pour les garder \u00e0 l\u2019\u00e9coute de leurs \u00e9motions.<\/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>L\u2019autor\u00e9gulation comportementale consiste \u00e0 concentrer l\u2019attention, \u00e0 faire appel \u00e0 la m\u00e9moire de travail et \u00e0 contr\u00f4ler les r\u00e9ponses soudaines qui peuvent perturber le climat \u00e9motionnel de la salle de classe et entraver l\u2019apprentissage (Metz et al., 2013). Les techniques de pleine conscience permettent aux \u00e9l\u00e8ves de pratiquer l\u2019acceptation de leur \u00e9tat interne, de leur environnement externe et de leurs pairs. Les exercices de la respiration guid\u00e9e, qui comprennent une pause et une respiration par le nez, sont un outil efficace pour aider les \u00e9l\u00e8ves \u00e0 r\u00e9guler leurs \u00e9motions (Metz et al., 2013; Embry et Birglan, 2008). Ces exercices diminuent l\u2019excitation physiologique, de sorte que les \u00e9l\u00e8ves ressentent moins d\u2019anxi\u00e9t\u00e9 et de stress, ce qui les aide \u00e0 recentrer leur attention sur l\u2019apprentissage (Gregoski et al., 2011; Embry et Biglan, 2008). Les \u00e9l\u00e8ves qui pratiquent la pleine conscience \u00e0 l\u2019\u00e9cole constatent une am\u00e9lioration de la concentration, du maintien de l\u2019attention, de la r\u00e9gulation des \u00e9motions, et ils ont des interactions sociales plus favorables (Felver et al., 2016).<\/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\u2013113. doi:10.1007\/s10567-008-0036-x<\/p>\n<p>Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., &amp; Singh, N. N. (2016). A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings. <em>Mindfulness, 7<\/em>(1), 34-45. doi:10.1007\/s12671-015-0389-4<\/p>\n<p>Gregoski, M. J., Barnes, V. A., Tingen, M. S., Harshfield, G. A., &amp; Treiber, F. A. (2011). Breathing Awareness Meditation and Life Skills Training Programs Influence Upon Ambulatory Blood Pressure and Sodium Excretion Among African American Adolescents. <em>Journal of Adolescent Health, 48<\/em>(1), 59-64. doi:10.1016\/j.jadohealth.2010.05.019<\/p>\n<p>Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., &amp; Broderick, P. C. (2013). The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation. <em>Research in Human Development, 10<\/em>(3), 252-272. doi:10.1080\/15427609.2013.818488&#8243;<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Connexions-au-catholicisme-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneConnexions-au-catholicisme-0' aria-expanded='false' aria-controls='collapseOneConnexions-au-catholicisme-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Connexions au catholicisme<\/h3><\/a><\/div><div id='collapseOneConnexions-au-catholicisme-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneConnexions-au-catholicisme-0' data-parent='#accordion0'><div class='card-body'><p>Soyez en col\u00e8re et ne p\u00e9chez pas; ne laissez pas le soleil se coucher sur votre col\u00e8re. (\u00c9ph\u00e9siens 4:26)<\/p>\n<p>Pour \u00eatre pleinement nous-m\u00eames, nous devons nous exprimer pleinement. Vivre pleinement comme nous sommes cr\u00e9\u00e9s pour \u00eatre par Dieu, c\u2019est vivre dans la gloire de notre Seigneur et Sauveur.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Profil-des-finissants-des-coles-catholiques-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneProfil-des-finissants-des-coles-catholiques-0' aria-expanded='false' aria-controls='collapseOneProfil-des-finissants-des-coles-catholiques-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Profil des finissants des \u00e9coles catholiques<\/h3><\/a><\/div><div id='collapseOneProfil-des-finissants-des-coles-catholiques-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneProfil-des-finissants-des-coles-catholiques-0' data-parent='#accordion0'><div class='card-body'><p>(3c) Un communicateur efficace qui pr\u00e9sente de l\u2019information et des id\u00e9es avec clart\u00e9, honn\u00eatet\u00e9 et en tenant compte du bien commun.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Enseigner aux \u00e9l\u00e8ves \u00e0 prendre conscience de leurs \u00e9motions dans une situation donn\u00e9e afin de les aider \u00e0 mieux r\u00e9guler leurs r\u00e9actions<\/p>\n","protected":false},"author":2,"featured_media":1009,"parent":159,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[123,151,129,115,135],"tags":[],"class_list":["post-534","page","type-page","status-publish","has-post-thumbnail","hentry","category-aucun-materiel-requis","category-hebdomadaire","category-option-virtuelle","category-promouvoir","category-reconnaissance-et-gestion-des-emotions"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/534","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/comments?post=534"}],"version-history":[{"count":6,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/534\/revisions"}],"predecessor-version":[{"id":1482,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/534\/revisions\/1482"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/159"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/media\/1009"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/media?parent=534"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/categories?post=534"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/tags?post=534"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}