{"id":581,"date":"2021-02-04T13:12:52","date_gmt":"2021-02-04T18:12:52","guid":{"rendered":"https:\/\/smho-smso.ca\/fwsecondary\/?page_id=581"},"modified":"2022-01-27T23:40:22","modified_gmt":"2022-01-28T04:40:22","slug":"etablir-des-liens-avec-la-nature","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/fwsecondary\/gestion-du-stress-et-adaptation\/prendre-le-temps-de-reflechir\/etablir-des-liens-avec-la-nature\/","title":{"rendered":"\u00c9tablir des liens avec la nature"},"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='Considrations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneConsidrations-0' aria-expanded='true' aria-controls='collapseOneConsidrations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Consid\u00e9rations<\/h3><\/a><\/div><div id='collapseOneConsidrations-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneConsidrations-0' data-parent='#accordion0'><div class='card-body'><p>Reconna\u00eetre les diff\u00e9rentes fa\u00e7ons de comprendre et d\u2019exp\u00e9rimenter l\u2019importance de la nature et de la gu\u00e9rison pour diff\u00e9rents groupes culturels et assurer la s\u00e9curit\u00e9 dans la communaut\u00e9 pour tous les \u00e9l\u00e8ves.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='false' 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' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><p>N\u2019oubliez pas de consulter la section intitul\u00e9e \u00ab\u00a0Consid\u00e9rations\u00a0\u00bb avant d\u2019entreprendre l\u2019exercice.<\/p>\n<ul>\n<li>Selon l\u2019endroit o\u00f9 l\u2019\u00e9cole est situ\u00e9e, cette activit\u00e9 peut avoir lieu dans le cadre d\u2019une activit\u00e9 quotidienne, ou une autorisation sp\u00e9ciale peut \u00eatre n\u00e9cessaire pour faire la visite d\u2019un espace vert.<\/li>\n<li>Avant la sortie, demandez aux \u00e9l\u00e8ves :\n<ul>\n<li>de porter attention aux oiseaux. Combien d\u2019oiseaux verrez-vous? Sont-ils tous pareils ou sont-ils diff\u00e9rents? Pourquoi?<\/li>\n<li>de r\u00e9fl\u00e9chir \u00e0 ce qu\u2019ils ressentent en \u00e9tant \u00e0 l\u2019ext\u00e9rieur plut\u00f4t qu\u2019en classe. Quelles sont les diff\u00e9rences?<\/li>\n<li>de porter attention au don de la cr\u00e9ation et \u00e0 la pr\u00e9sence de Dieu en son sein.<\/li>\n<\/ul>\n<\/li>\n<li>Pendant la sortie, fournissez un \u00e9ch\u00e9ancier pour l\u2019activit\u00e9 et convenez d\u2019une rencontre de groupe \u00e0 un endroit d\u00e9sign\u00e9.<\/li>\n<li>De retour en classe, faites le suivi des exp\u00e9riences en groupe ou demandez aux \u00e9l\u00e8ves de les consigner dans un journal (activit\u00e9 pouvant \u00e9galement \u00eatre li\u00e9e \u00e0 un exercice d\u2019\u00e9criture).<\/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>Peut \u00eatre faite sous forme d\u2019une chasse au tr\u00e9sor.<\/li>\n<li>La promenade peut comprendre un temps de silence, en \u00e9tant attentif aux sons avec les yeux ferm\u00e9s, puis en \u00e9tant attentif aux odeurs avec les yeux ferm\u00e9s et en continuant en silence avec les yeux ouverts, d\u2019abord en s\u2019asseyant, puis en marchant.<\/li>\n<li>Les \u00e9l\u00e8ves peuvent avoir le temps de prier \u00e0 l\u2019ext\u00e9rieur.<\/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 recherches sugg\u00e8rent que passer du temps \u00e0 l\u2019ext\u00e9rieur dans des environnements naturels am\u00e9liore la sant\u00e9 mentale et le bien-\u00eatre \u00e9motionnel individuels. Le fait de fournir aux \u00e9l\u00e8ves un environnement d\u2019apprentissage en plein air les aide \u00e0 se rapprocher de la nature o\u00f9 ils se sentent sereins (Tillmann, et al., 2018; Capaldi, et al., 2015; Bowler, et al., 2010). Le fait de disposer d\u2019espaces ou de moments propices aux activit\u00e9s apaisantes tout au long de la journ\u00e9e scolaire normalise les \u00e9motions, permet aux \u00e9l\u00e8ves de g\u00e9rer leurs \u00e9motions afin qu\u2019ils puissent se recentrer et s\u2019int\u00e9resser \u00e0 leur apprentissage, ce qui a \u00e9t\u00e9 li\u00e9 \u00e0 l\u2019am\u00e9lioration de leurs r\u00e9sultats scolaires (Blair et Diamond, 2008).<\/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>Blair, C., &amp; Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. <em>Development and Psychopathology, 20<\/em>(3), 899-911. doi:10.1017\/S0954579408000436<\/p>\n<p>Bowler, D. E., Buyung-Ali, L. M., Knight, T. M., &amp; Pullin, A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. <em>BMC public health, 10<\/em>(1), 456.<\/p>\n<p>Capaldi, C. A., Passmore, H.-A., Nisbet, E. K., Zelenski, J. M., &amp; Dopko, R. L. (2015). Flourishing in nature: A review of the benefits of connecting with nature and its application as a wellbeing intervention. <em>International Journal of Wellbeing, 5<\/em>(4), 1-16. doi:10.5502\/ijw.v5i4.449<\/p>\n<p>Tillmann, S., Tobin, D., Avison, W., Gilliland, J., (2018). Mental health benefits of interactions with nature in children and teenagers: A systematic review. <em>Journal of Epidemiology and Community Health, 72<\/em>(10).<\/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>La Terre est le don de Dieu \u00e0 l\u2019humanit\u00e9. Par notre exp\u00e9rience de la nature, nous voyons la main de Dieu dans la beaut\u00e9 de la cr\u00e9ation et notre place en son sein.<\/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>(7i) Un citoyen responsable qui respecte l\u2019environnement et agit comme cocr\u00e9ateur dans l\u2019utilisation des ressources de la terre, conscient de leur destination universelle.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Pour am\u00e9liorer la sant\u00e9 mentale positive des \u00e9l\u00e8ves, encourager la r\u00e9gulation \u00e9motionnelle, et procurer des sentiments d\u2019apaisement<\/p>\n","protected":false},"author":2,"featured_media":896,"parent":147,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[141,151,129,127,115],"tags":[],"class_list":["post-581","page","type-page","status-publish","has-post-thumbnail","hentry","category-gestion-du-stress-et-adaptation","category-hebdomadaire","category-option-virtuelle","category-peut-se-faire-a-lexterieur","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/581","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=581"}],"version-history":[{"count":4,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/581\/revisions"}],"predecessor-version":[{"id":1441,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/581\/revisions\/1441"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/pages\/147"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/media\/896"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/media?parent=581"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/categories?post=581"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/fwsecondary\/wp-json\/wp\/v2\/tags?post=581"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}