Livres en VO

  • Violences juvéniles sous expertise(s) ; XIXe-XXe siècles

    Collectif

    • Presses universitaires de louvain
    • 21 Février 2013

    Dans la construction historique du problème social que constitue la violence juvénile, le rôle de l'expertise est primordial. L'expert, agissant au coeur ou à la lisière du système institutionnel de protection de la jeunesse, peut être celui qui recueille et met en forme l'expression de cette violence. De ce fait, il contribue à l'extension de sa définition: violence physique, mais aussi psychique, voire symbolique. Les experts dépassent alors la posture du simple diagnostic pour s'inscrire dans une démarche de soin et de réhabilitation sociale. Depuis le XIXe siècle, médecins, psychiatres, puis psychologues, pédagogues, sociologues et anthropologues, ont investi la question de la jeunesse irrégulière, contribuant ainsi à la définition d'une population-cible pour les politiques publiques.

  • Anglais Homework and Studying

    Marie-Claude Béliveau

    • Éditions du chu sainte-justine
    • 2 Février 2010

    What role should parents play in their children's school lives ?

    Are homework and studying useful ?

    Does that mean discipline is not important during the homework and study period ?

    How can we prevent homework and studying from becoming an all-out battle ?

    Can parents help children learn how to learn ?

    What are the main learning strategies we should make children aware of ?

    In dealing with homework are boys really different from girls ?

    Girls and homework: is it always easier for them ?

    My child often forgets to write down what he is supposed to do so we never quite know what his homework is. How should we react ?

    My child's teacher is known for giving a lot of homework and it takes my child two to three hours to complete it. What can I do ?

    ... and the ones your children ask you.

    What's the point in doing homework if the teacher doesn't even correct it ?

    Why should I be forced to read if I don't like it ?

    ... and many other questions !

  • Anglais What should I know about my teen?

    Céline Boisvert

    • Éditions du chu sainte-justine
    • 19 Mai 2010

    What is meant by "adolescence identity crisis"
    Do young people today become sexually active too soon ?
    Should we take it for granted that our teen knows about adequate sexual protection ?
    What can we do if our teen becomes pregnant ?
    Can we help our teens recover their motivation at school ? If, so, how ?
    Is it normal for our teenager to spend a lot of time at the computer ?
    Is there anyting we can do if we don't like our teenager's group of friends ?
    In case of parental separation, is it preferable for teens to live with one parent rather than the other ?
    What are we to think of the tattoo and body-piercing trends that have been adopted by so many teens ?
    Some teenagers suffer from anxiety or depression. What exactly does this mean ? What can we do to help ?
    ... and many other questions !

  • Anglais Children and youth

    Collectif

    • Éditions multimondes
    • 14 Juin 2011

    How can the health of Canadians be promoted across different age groups? What is the level of quality of Canada's health care system?
    On the international level, how do our health care costs compare with those
    of other countries? In February 1997, the National Forum on Health presented
    its recommendations to the federal government on ways to improve the health system and the health of Canadians. To support its work, the Forum commissioned over forty research papers. These papers were written by the most eminent specialists and are brought together in the series Canada health Action: Building on the Legacy.

  • Anglais My brain needs glasses

    Annick Vincent

    • Les éditions québec-livres
    • 6 Janvier 2011

    "At the beginning, I thought I was the only one with this problem. But my doctor told me that about 1 in 20 kids suffer from AD/HD. That means that there is probably at least one child per class in my school who has it. That means that lots of people have the same problem as I do and can find solutions that work for them."

    ooo

    Filled with instructive information and effective hints, the imaginary journal of Tom will help young people, parents, and education and psychology professionals overcome Attention-Deficit/Hyperactivity Disorder. Funny and imaginative, My Brain Needs Glasses is an indispensable book to better understand the reality of living with AD/HD, which is not imaginary at all!



    A psychiatrist and mother of four beautiful boys (who participated in all stages of the preparation of this book), Annick Vincent developed her expertise working with adults affected by Mood Disorders and/or Attention-Deficit/Hyperactivity Disorder. She is actively involved in transmitting knowledge concerning attention disorders to her physician colleagues, health professionals and the general public. She was invited to join the executive board of the Canadian AD/HD Resource Alliance in 2006. As a resident of French-speaking Quebec, Dr Vincent first published this book in French. Both kids and their parents loved the book and found it so useful that it was decided to make this tool available in English as well.

  • Anglais La sexualité, les jeunes et leur parents

    Pierre Panel

    • Desclée de brouwer
    • 13 Janvier 2011

    Pourquoi vouloir encore et toujours parler d'éducation sexuelle ? Nos enfants ne sont-ils pas suffisamment abreuvés, informés, surinformés par les médias et n'ont-ils pas acquis une grande liberté de parole sur ce sujet ? En près de dix années, nous sommes passés brutalement d'un sentiment d'insouciance à une angoisse de mort ; de la grande illusion qu'on pouvait faire l'amour comme on veut avec qui on veut à un désenchantement crispé qui tente de nous replier sur nous-mêmes. Quels sont les devoirs des adultes quand l'interdit n'a plus de sens ?

  • Protecting children from sexual violence - A comprehensive approach is a collection of highly readable expert papers for both child professionals and the general public. It is divided into five parts, presenting a European overview and covering the existing legal frameworks; abuse prevention and reporting; rehabilitation and social reintegration of victims; sexual violence on the Internet; and public and private partnerships against abuse. It also sheds light on the little-known problem of children who are sexually abusing other children.
    In addition to providing thorough information on the many facets of this complex subject, this publication also highlights new concepts, facts and recommendations. Foremost is the significant lack of data on the prevalence and nature of sexual violence in Europe, underscoring the need for co-ordinated pan-European research and information gathering, which are vital to effective policy making and programme design. It also sounds the alarm for urgent co-ordinated action in various fields to drastically improve child protection through awareness raising; targeted and specialised training, intervention and therapy programmes; sex education in schools; responsible family attitudes; and justice systems with tighter abuse laws and which take account of children's special needs as reliable witnesses.
    Protecting children from sexual violence is published as part of the Council of Europe campaign to stop sexual violence against children. The hope is that this publication will inspire judges, the police, educators, governments, the media and legislatures to join the campaign and expose, demythify and take concerted action to combat sexual violence against children, a phenomenon that affects as many as 20% of children in Europe.

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