Relevant bibliographies by topics / Force mentale

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Force mentale'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Force mentale"

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Grauby, Françoise. "Force mentale; Fabio Montale: Total Khéops au risque de la psychanalyse." Australian Journal of French Studies 43, no. 1 (2006): 80–93. http://dx.doi.org/10.3828/ajfs.43.1.80.

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Vasseur-Bacle, S., J. L. Roelandt, and C. Noel. "Empowerment en santé mentale : recommandations et perspectives." European Psychiatry 30, S2 (2015): S89—S90. http://dx.doi.org/10.1016/j.eurpsy.2015.09.386.

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L’Organisation mondiale de la santé (OMS) définit l’empowerment comme faisant « référence au niveau de choix, de décision, d’influence et de contrôle que les usagers des services de santé mentale peuvent exercer sur les événements de leur vie (…). La clé de l’empowerment se trouve dans la transformation des rapports de force et des relations de pouvoir entre les individus, les groupes, les services et les gouvernements » (Wallerstein, 2006). L’OMS mentionne également les aidants dans le Pacte européen pour la santé mentale et le bien-être (2004, 2007) : « L’empowerment des personnes avec un problème de santé mentale et des aidants sont des priorités pour la prochaine décennie ». Suite aux 4e rencontres internationales du centre collaborateur de l’OMS pour la recherche et la formation en santé mentale (CCOMS, Lille, France), 21 recommandations en faveur de l’empowerment des usagers des services de santé mentale et des aidants ont été définies (document disponibles : http://www.ccomssantementalelillefrance.org/?q=promotion-des-indicateurs-d%E2 %80 %99empowerment). Cette première étape est le fruit d’un travail conjoint entre usagers, aidants, élus et professionnels. Une seconde étape, en cours, consiste à associer des indicateurs d’empowerment permettant de dresser une cartographie de l’empowerment en santé mentale en Europe. Cette communication présentera le concept d’empowerment en santé mentale, la promotion de cette notion par l’OMS et les 21 recommandations. La discussion portera sur la question fondamentale suivante : comment promouvoir de manière concrète ces recommandations ?
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Delorme, André, and Michel Gilbert. "Que serait une oeuvre sans son cadre ?" Santé mentale au Québec 39, no. 1 (2014): 47–64. http://dx.doi.org/10.7202/1025906ar.

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Une réforme ne peut voir le jour et atteindre ses objectifs sans être soutenue de diverses façons. Au Québec, le Plan d’action en santé mentale 2005-2010 – La force des liens a introduit de nombreuses réformes de fond et de forme dans le réseau de services en santé mentale. Cet article voudra explorer quelles formes d’encadrement peuvent soutenir cette réforme et à quel point ces formes ont été exploitées ou devraient l’être. Il pourra ainsi soutenir la réflexion sur les moyens d’encadrement qu’il faudra utiliser pour soutenir le prochain plan d’action actuellement en rédaction au ministère de la Santé et des Services sociaux.
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Maillard, Isabelle. "Lignes de force de l'évolution des politiques publiques relatives à la santé mentale des adolescents." Santé Publique 23, HS (2011): 127. http://dx.doi.org/10.3917/spub.110.0127.

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Benoit, Monique, Janine Bell, and Anne Marise Lavoie. "La santé mentale de jeunes étudiantes franco-ontariennes d’une université bilingue en Ontario." Articles, no. 9 (February 26, 2018): 207–26. http://dx.doi.org/10.7202/1043503ar.

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Une recherche qualitative menée auprès de jeunes étudiantes francophones du nord de l’Ontario a permis de déceler des situations de détresse psychologique amplifiée par la difficulté de faire face à l’usage de la langue française au sein d’une université à vocation bilingue. Est-ce le fait d’une insécurité linguistique et/ou culturelle ? Les étudiantes rencontrées ont montré que la force d’assimilation au bilinguisme s’inscrit dans une double minorisation à la fois linguistique, où la langue québécoise est employée comme une langue standard, et culturelle où les valeurs anglomajoritaires représentent la seule norme culturelle. Cette réalité provoquée par l’isolement tant linguistique que culturel des étudiantes agirait sur la santé mentale et le rendement universitaire de ces jeunes.
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Kim Turgeon, Marie-Ève, and Wayne Richard Halliwell. "L'évolution du concept de force mentale chez les athlètes : mise à jour des connaissances et limites méthodologiques." Staps 92, no. 2 (2011): 7. http://dx.doi.org/10.3917/sta.092.0007.

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Clément, Michèle. "Participation publique et santé mentale : la réponse contrastée et inachevée des utilisateurs de services." Santé mentale au Québec 40, no. 1 (2015): 81–100. http://dx.doi.org/10.7202/1032384ar.

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L’auteure rend compte ici des résultats d’une recherche qualitative qui avait pour objectif de faire un premier état de situation de la participation des personnes utilisatrices de services à la suite de l’implantation, en 2005, du Plan d’action en santé mentale : la force de liens [PASM]. Le PASM comportait en effet une directive rendant nécessaire la participation des usagers à tous les exercices de planification et d’organisation des services de santé mentale. Pour ce faire, l’auteure revient sur la manière dont a été reçue cette directive, l’émergence et la diversité des regroupements d’usagers qui en a résulté, les modalités avec lesquelles les usagers se sont engagés dans les dispositifs institués de participation (lieux investis, soutien reçu, prises de position) ainsi que sur les facteurs reconnus avoir favorisé ou nuit aux expériences de participation. Il ressort de cet état de situation que si la directive du PASM visant la participation des usagers a permis de multiplier et de régionaliser les occasions de participation, son imprécision a donné lieu à de multiples interprétations qui n’ont pas toujours desservi son implantation.
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Delawarde, C. "Le rêve américain de l’enfant parfait prouvé scientifiquement." European Psychiatry 28, S2 (2013): 19. http://dx.doi.org/10.1016/j.eurpsy.2013.09.046.

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En France, ces dernières années, le nombre de recommandations émises par les institutions de santé publique afin de prévenir et de promouvoir la santé mentale des populations n’a cessé d’accroître (e.g. Ministère de la Santé, 2012). De multiples publications provenant de champs disciplinaires très distincts (telles que l’économie, la psychologie, ou encore les neurosciences) recommandent de développer des interventions préventives fondées sur des données scientifiques probantes à destination des parents et de leurs jeunes enfants. D’après la revue de la littérature scientifique, l’objectif principal de ces programmes est de prévenir la survenue de troubles mentaux, de conduites antisociales, de la délinquance, de crimes, de l’abus de substance mais aussi de promouvoir la santé mentale et physique, les compétences parentales, et les compétences psychosociales des jeunes enfants dans une perspective de développement sanitaire, social et économique [1]. Les économistes promeuvent également l’implantation de programmes ciblés à destination des familles vulnérables afin de réduire les inégalités sociales de santé et d’accroître l’efficience économique des sociétés (en « préparant » la force de travail de demain) [3]. Alors qu’ils sont aujourd’hui largement intégrés aux systèmes de santé nord-américains, la question de leur implantation en France se heurte à des questions particulières d’ordre clinique et épistémologique [2]. Comment implanter des programmes evidence-based standardisés évalués dans le cadre de dispositifs expérimentaux stables et constants, sous-entendant une universalité des maladies mentales, du bien-être, de la parentalité, de l’éducation, indépendamment du contexte socioculturel dans lesquels ils s’inscrivent ? Une enquête sociologique de trois mois a été réalisée aux États-Unis au sein d’un important centre de recherche économique chargé d’évaluer l’efficience des « Early Childhood Evidence-Based Interventions ». Ce séjour parmi les économistes a été l’opportunité de réaliser plusieurs observations ethnographiques et de comprendre différents enjeux liés à ces interventions evidence-based.
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Laflamme, Anne-Marie. "Troubles mentaux et accommodement raisonnable au travail : les potentialités du droit québécois." Santé mentale au Québec 42, no. 2 (2017): 39–56. http://dx.doi.org/10.7202/1041913ar.

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Le travail constitue un puissant vecteur d’intégration sociale pour les personnes souffrant de troubles de santé mentale, en plus de leur procurer des bénéfices thérapeutiques. Pourtant, celles-ci demeurent encore largement exclues du marché du travail. Les obstacles à leur pleine participation résident dans les préjugés dont elles sont victimes et la nécessité d’adapter le travail à leurs besoins et à leurs capacités. Au Canada, l’approche des droits fondamentaux et, en particulier, l’obligation d’accommodement raisonnable sont bien ancrées dans la jurisprudence depuis le milieu des années 1980. De nature constitutionnelle, cette obligation de portée étendue n’est limitée que par la preuve d’une contrainte excessive. Elle force ainsi les milieux de travail à prendre en compte la réalité des personnes handicapées, notamment celle des personnes souffrant de troubles mentaux. À partir d’une étude de la jurisprudence québécoise, cet article explore les potentialités de cette obligation d’accommodement afin de favoriser l’accès et le maintien en emploi des personnes souffrant de troubles mentaux. Selon cette étude, l’obligation d’accommodement impose une démarche novatrice qui tient compte de la situation particulière de la personne handicapée et qui implique la participation de toutes les parties prenantes. Par la mise en place de mesures visant la modification de l’environnement psychosocial du travail, elle ouvre la voie à des pratiques favorisant la prévention primaire des troubles de santé mentale, au bénéfice de tous.
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Bourassa, Chantal. "La complexité et la pluralité des expériences maternelles en contexte de violence conjugale." Hors-thème, no. 12 (September 10, 2010): 111–26. http://dx.doi.org/10.7202/044395ar.

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L’étude présentée dans le cadre de cet article porte sur la complexité et la pluralité des expériences maternelles des femmes violentées par leur conjoint. Nous avons analysé des entrevues qualitatives effectuées auprès de 12 femmes francophones du Nouveau-Brunswick ayant vécu de la violence conjugale. Selon les résultats, celles-ci sont parvenues, en dépit du contexte de violence, à trouver la force et le courage pour réaliser adéquatement leur rôle maternel. Cependant, toutes les mères étaient de l’avis que le contexte de violence constituait une contrainte dans l’exercice de leur maternité. Également, les difficultés financières, les problèmes de santé mentale et les expériences antécédentes de violence avaient créé des embûches dans l’accomplissement de leur rôle maternel. Enfin, la fatigue, la frustration, la ressemblance du fils au père et le sentiment d’être dépassée par ses responsabilités familiales étaient des sources d’ambivalence maternelle chez les mères. Cette ambivalence pouvait aboutir, dans certains cas, à des comportements violents à l’égard des enfants.
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Dissertations / Theses on the topic "Force mentale"

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Koffi, Kouakou Innocent. "Contribution à l'évolution des conceptions de la force et des interactions mécaniques chez les élèves et étudiants ivoiriens." Paris 5, 2007. http://www.theses.fr/2007PA05H073.

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Cette thèse constitue une contribution à l'étude des conceptualisations des élèves et des étudiants, futurs professeurs des collèges et lycées, à propos des concepts de force et d'interaction mécanique en sciences physiques. Dans la première partie, nous explicitons différentes formes de conceptualisation chez les élèves et étudiants. (1) Contre le raisonnement newtonien de type symétrique dans une interaction entre deux objets, s'oppose un raisonnement dissymétrique de type «agent/patient» chez les élèves et étudiants. Ce dernier peut être décrit en termes de modèles mentaux, le modèle à «action unique», et le modèle à «actions inégales». (2) La relation entre la force et le mouvement est de type «motion implies a force». Nous avons observé deux expressions de cette conception alternative, le modèle «impetus» et le modèle «effort continu», lesquels coexistent avec le modèle newtonien du concept de force. (3) Par ailleurs, quand il s'agit de faire l'inventaire des forces, nous constatons des omissions et des forces surnuméraires, ce qui est révélateur de difficulté d'ordre procédural. La deuxième partie vise surtout le dépassement des difficultés conceptuelles et procédurales observées. Notre approche a consisté à expliciter et à mettre en relief la relation entre le concept d'interaction mécanique et celui de force. Ainsi nous avons mené une étude quasi expérimentale de type «avant et après expérimentation» auprès de deux classes de Seconde. Les résultats montrent que la conceptualisation des élèves impliqués dans l'étude connaît une évolution marquée et que parallèlement les difficultés procédurales et conceptuelles diminuent de manière significative après qu'ils se sont impliqués activement dans la construction du concept de force au moyen des aides à la modélisation<br>This thesis is meant to be a contribution to the study of pupils and students (future college and lyceum teachers) conceptualization about the concept of force and mechanical interaction. In the first part we brought several forms of conceptualizations of the relation between the concept of force and the motion and the concept of mechanical interaction out. (1) Versus the Newtonian reasoning of symmetric type in an interaction between two objects we encounter an "agent/patient" one. So we meet models mental such as the model with "single action" and the model with "unequal actions". (2) Concerning the alternative framework of pupils and students about the links of motion and force, we discover that for them, motion implies a force. As a result we have two models of drawing the force: the "impetus" and the "continuous effort" which coexist with the consistent physic model of force. (3) Moreover, we notice that some forces are omitted and others are not convenient when they made the assessment of forces. So, we say that procedural difficulties exist too. In the second part we propose a didactic engineering which aims at helping pupils to overcome conceptual and procedural difficulties. Our approach consists of taking into account the importance of bringing the relation between the concepts of mechanical interaction and of force out. Therefore we carry out a didactic engineering. Analyses show that a sharp evolution intervened among pupils who are involved in our experimentation
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Quintana, Marie-Pilar Tapiero Isabelle. "Influence des forces de connexion causale sur la construction d'une représentation en mémoire sous forme de réseau étude de la nécessité et de la suffisance /." [S.l.] : [s.n.], 2000. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2000/quintana_mp.

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Gün, Zübeyit. "Migration forcée, santé mentale, traumatisme et acculturation : une étude comparative." Paris 5, 2011. http://www.theses.fr/2011PA05H109.

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Dans cette recherche, nous avons étudié la santé mentale générale, le niveau d'état de stress post-traumatique et le processus d'acculturation d'une population - victime de la migration forcée - du fait du conflit interne qui, à partir de 1990, s'est déclenché dans le sud-est de la Turquie - qui a migré, dans trois contextes différents (Paris, Izmir, Diyarbakir). Notre échantillon est composé de 94 participants au total dont 32 à Paris, 32 à Izmir et 30 à Diyarbakir. Nous avons croisé, à des fins de complémentarité, des méthodes qualitatives (l'entretien clinique à visée de recherche) et quantitatives (les échelles). Les résultats de la recherche, montrent que la santé mentale générale des migrants forcés est très négativement influencée par le processus de la migration, et que même, de nombreuses années après, une grande partie de la population manifeste encore, des symptômes d'état de stress post-traumatique. Ils montrent aussi, que selon le contexte migratoire, l'état de santé mentale des migrants forcés, suit un cours très différent<br>In this research, we investigated mental health, level of posttraumatic stress disorder and acculturation process of a population - victims of forced migration - because of internal conflict, after 1990, broke out in south-eastern Turkey - which has migrated in three different contexts (Paris, Izmir, Diyarbakir). Our sample consists of 94 participants in total including 32 in Paris, 32 in Izmir and 30 in Diyarbakir. We crossed, for complementary, qualitative methods (clinical interview referred to research) and quantitative (scales). The research results show that mental health of forced migrants is negatively influenced by the process of migration, and that even many years after, much of the population still manifests the symptoms of posttraumatic stress disorder. According to the migration context of arrival, the mental health status of forced migrants follows a course very different
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Tancons, Gauthier. "Representation mentale de la transformation d'une forme d'energie en une autre." Strasbourg 1, 1990. http://www.theses.fr/1990STR10003.

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Ce travail part d'un double constat en guadeloupe : 1) difficultes de conceptualiser et de substantialiser, inherentes aux conditions socio-historiques, culturelles et scolaires. 2) inadequation des methodes pedagogiques traditionnelles ne prenant pas en compte l'originalite et les specificites du guadeloupeen. Par un travail d'enquete sur un echantillon representatif de 1852 sujets scolarises, nous avons montre que l'apprentissage ne se fait pas correctement car il ne tient pas compte des particularites du guadeloupeen. Nous proposons methode, materiel et micro-scenario de projet pedagogique tires de l'environnement naturel et culturel<br>Our study is based on the acknowledgement of a double situation in guadeloupe. I) difficulties to conceptualize and to substantialize inherent in socio-historical, cultural conditions and conditions at school. 2) inadequacy of the traditional methods of education ignoring. The originality and the specificities of the guadeloupean. Through a survey on a representative sample of 1852 school going subjects, we have showed that training is not correctly done since it does not take the specificities of the guadeloupean into account : we propose a method, the equipment and a micro-scenario of an educational project, all three inspired by the natural and cultural environment
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Mildenhall, Peter Thomas. "Mental models of force and motion in 11 to 18 years old." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504535.

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Quintana, Marie-Pilar. "Influence des forces de connexion causale sur la construction d'une représentation en mémoire sous forme de réseau : étude de la nécessité et de la suffisance." Lyon 2, 2000. http://theses.univ-lyon2.fr/documents/lyon2/2000/quintana_mp.

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Ce travail de recherche porte sur la nature de la représentation mentale que les individus se construisent lors de la lecture de textes narratifs, ainsi que sur l'influence des différences de force causale sur la construction de ces représentations et sur le stockage et la récupération des informations contenues dans ces représentations. En effet, nous envisageons la compréhension de textes comme une activité de résolution de problème. Comprendre un texte requiert d'identifier les relations entre les différentes parties du texte, aussi bien que celles entre le texte et le monde des connaissances du lecteur. Un texte est alors perçu et représenté en mémoire comme une structure cohérente et ce, à l'aide du raisonnement causal. Nos travaux nous ont permis de montrer la pertinence psychologique de la représentation de la structure causale d'un récit sous forme d'un réseau dans lequel de multiples connexions directes sont possibles vers un seul événement. D'autre part, nous avons pu mettre en évidence que la force et la nature des relations causales dans le réseau dépendent des critères philosophiques de nécessité et de suffisance dans les circonstances d'une cause pour sa conséquences. De plus, la force de connexion (principalement déterminée par la suffisance) prévaut sur le nombre de connexion qu'un événement entretient avec d'autres. Enfin, nous avons pu mettre en évidence l'influence de la suffisance sur la production d'inférences (antérogrades) ainsi que celle de la distance entre les énoncés dans la structure de surface du texte sur la représentation cognitive des événement causaux variant dans leur force de connexion. Ainsi le lecteur utilise ses connaissances et son raisonnement causal afin de construire une représentation cohérente de l'information textuelle sous forme de réseau<br>The studies presented here focus on the nature of mental representations individuals construct during narrative reading, as well as on the influence of causal strngths differences on the construction of those representations and on the storage and retrieval of information contained in those representations. As a matter of fact, we consider text comprehension as a problem solving task. To understand a text requires to indentify the relations beween text units as well as the ones between the text and the reader's knowledge. A text is then perceived and represented in memory as a coherent structure using the causal reasoning. Our studies allowed us to evidence for the psychological pertinence of the representation of the narrative causal structure as a network in which multiple connections are allowed towards one text unit. On another hand, we evidenced that the strength and the nature of a causal relation depend on the philosophical critera of necessity and sufficiency, in the circumstances, of the cause for its consequence. Moreover, the causal strengh (mainly determined by sufficiency) prevails on the number of connections an event has with others. At last, we showed the influence of sufficiency on the generation of forward causal inferences as well as the influence of distance between statements in the text surface structure on the cognitive representation of causal events varying according to their connection strength. Thus, the reader uses his knowledge and his causal reasoning to construct a coherent representation of textual information as a network
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Ceylan, Serkan. "Using the Mental Force of The Employee : Entrepreneurship and Innovation Management Master’s Thesis." Thesis, KTH, Industrial Economics and Management (Dept.), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-11006.

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<p>The purpose of this study is to analyse the problem that the companies do not use the potential of their employees on innovations and intrapreneurial processes.</p><p>The source of innovation is usually the entrepreneur. These are individuals that come up with new ideas of what the market is likely to want or desire. These people have usually gathered this knowledge through interaction with consumers. Sometimes it is the imaginative impulsive desire on their part to offer something new or different, at other times it is an improvement on previous knowledge. However in a corporate or large organisation environment it is often the employees who come up with innovative ideas because of their close contacts with consumers of the product or service of the company. They are very close to the ground realities and can be a great source of finding out the consumer desires or preferences. Although they are employees, they have the entrepreneurial spirit to understand the need of urge to meet the expectations. This gives them the same satisfaction an entrepreneur would feel on the success and acceptance of his innovative idea.</p><p>Therefore being innovative is not the sole domain of the leaders, corporate or individual. The potential of the workers and employees remains unexploited in this direction.</p><p>This study will try to find out the importance of the mental force of the employee on the survival of the company in this competitive world, from the perspective of innovation and intrapreneurship.</p><br>QC 20100708
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Minh, Anita. "Young, alienated, and excluded : youth labour force participation and mental health in Canada." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52270.

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This thesis explores the relationship between youth labour force participation and mental health. Unemployment is generally considered to have a negative association with youth mental health. However, few studies have examined youth mental health in association with being both out of the labour force and out of school (OLFS). I hypothesize that OLFS, a state in which youth are no longer job-searching and are not in school, has a negative association with mental health that is weaker in comparison to that of unemployment, which involves active job-searching. I further hypothesize that socioeconomic status (SES) and recession moderate the relationship between youth labour force participation and mental health, such that both unemployment and OLFS have a stronger negative association with mental health in youth of low SES, and during recession. Two empirical studies are presented to test these hypotheses. The first examines whether SES moderates the relationship between youth labour force participation and mental health, across three constructs of mental health : distress, depression, and life-satisfaction. The results indicate that unemployment is associated with poor mental health across all mental health constructs, and has a stronger association with distress among low-SES youth. OLFS is associated with depression only, with a stronger association among low-SES youth. Among high-SES youth, OLFS is also associated with better life-satisfaction. The second study looks at the relationship between youth labour force participation and mental health in the periods before (2003, 2005), during (2008-2009), and after the most recent global recession (2010-2012). The findings suggest that the recession was related to improvements in the mental health of unemployed youth but was not clearly related to the mental health of OLFS youth. The concluding chapter highlights the contributions of this thesis, addresses its limitations, and discusses implications for policy makers and for future analyses. Policy makers should consider the association between OLFS and mental health, and the effect modification by SES, when designing programs for unemployed youth. Future research can examine the mechanisms between OLFS and mental health across macrosocial contexts, and over the life course.<br>Medicine, Faculty of<br>Population and Public Health (SPPH), School of<br>Graduate
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Birch, Cai Owain. "How does mental and physical fatigue affect a rugby player’s force production during scrummaging?" Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4610.

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Aims: This study investigates the effects of physical fatigue, mental fatigue and their combinations on the ability of rugby players to produce force during rugby scrummaging. Method: 10 male subjects (Mean age = 27.4 ± 3.92, Weight =102.9kg ± 10.96) were recruited from local rugby union football clubs in the Stockholm area. Scrummaging force measurements were collected following and before treatments (control), after a 30-min mental task and after a physical fatigue protocol. The mean peak force was calculated by averaging the force data 1 second around the highest peak of force during a 5 second sustained push. Results: Mean force decreased significantly after the physical fatigue (PF) protocol compared to the control (CON) (PF = 1740 ± 342 N vs. CON = 2007.5 ± 359 N. P= 0.0009) and combinations of physical and mental fatigue (PMF) or mental and physical fatigue (MPF) were also found to significantly decrease compared to the control (PMF = 1750 ± 348N vs. CON = 2007.5 ± 359N. P=0.0014 and MPF = 1818 ± 335N vs. CON = 2007.5 ± 359N. P=0.026). Mental fatigue did not significantly decrease mean peak force during the sustained push of a rugby scrum (MF = 1912 ± 321N vs. CON = 2007.5 ± 359N. P=0.52). Conclusion: Physical fatigue reduces the ability of rugby players to produce force during rugby scrummaging, however mental fatigue does not. Furthermore, mental fatigue does not exacerbate the effects of physical fatigue on scrummaging performance.
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Compton, Lisa Ann. "Accessing Mental Health Care in the Canadian Armed Forces: Soldiers’ Stories." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34133.

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Background: Recent Canadian Armed Forces operations involved multiple deployments and exposure to traumatic events that are associated with post-traumatic stress disorder, depression and substance abuse. Despite efforts to facilitate mental health care, some soldiers do not get the help they need. Objective: To understand soldiers’ experiences and explore barriers and facilitators they encountered accessing mental health care. Results: Qualitative descriptive interviews with 11 Canadian Armed Forces members revealed six major categories that provide insights into their experiences accessing mental health care. Participants’ revealed significant barriers to care including fear of damaging their career or being released, stigma beliefs and actions from peers and leaders, and physical and organizational barriers to care. Social support from family, military co-workers, and unit leaders facilitated care. Conclusions: Notwithstanding efforts to facilitate access to mental health care, some soldiers still perceive significant barriers to care.
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Books on the topic "Force mentale"

1

Illness, British Columbia Task Force of Families of People with Mental. Families sharing the caring: Summary report of the Task Force of Families of People with Mental Illness. Mental Health Services Division, B.C. Ministry of Health, 1993.

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Grosch, William N. Souffrir à force d'aider: Le "burnout" dans la relation d'aide : une perspective nouvelle. Éditions SATAS, 1998.

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Ohio. Mental Health Housing Task Force. Ohio Mental Health Housing Task Force: Final report. The Task force, 1986.

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American Psychiatric Association. Task Force on Treatments of Psychiatric Disorders., ed. Treatments of psychiatric disorders: A task force report of the American Psychiatric Association. American Psychiatric Association, 1989.

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Illinois. Mentally Retarded and Mentally Ill Offender Task Force. Mentally Retarded and Mentally Ill Offender Task Force report. The Task Force, 1988.

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Legislature, Alaska. Mental health parity task force: Final report. Alaska State Legislature, 1999.

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Ingleby, David, ed. Forced Migration and Mental Health. Springer-Verlag, 2005. http://dx.doi.org/10.1007/b99490.

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Force of gravity. Viking, 1991.

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S, Jones R. Force of Gravity. HarperCollins, 2007.

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NHS Management Executive. Mental Health Task Force. Mental health task force London project:follow up report. NHS Management Executive, 1995.

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Book chapters on the topic "Force mentale"

1

McGlynn, Lawrence. "The Stanford–Santa Clara County Methamphetamine Task Force." In Partnerships for Mental Health. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18884-3_1.

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Atanassov, Nikola, Dijana Đurić, Aleksandra Hadžić, et al. "Mental health in refugees: Workshop results." In Forced Migration and Social Trauma. Routledge, 2018. http://dx.doi.org/10.4324/9780429432415-16.

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Stephens, Mike. "Police Encounters with the Mentally Ill: The Role of the Crisis Intervention Service." In Police Force, Police Service. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23327-4_8.

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Arce-Lopera, Carlos, Rafael Ospina, and Juan Madrid. "Handgrip Force Sensor to Measure Mental Workload." In HCI International 2021 - Posters. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78635-9_14.

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Zissi, Anastasia. "Mental health in refugee children and youth." In Forced Migration and Social Trauma. Routledge, 2018. http://dx.doi.org/10.4324/9780429432415-14.

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Burger, Max, and Oliver Pogarell. "Forced Migration and Mental Health Care." In NeuroPsychopharmacotherapy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-56015-1_271-1.

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Sargent, Paul. "Mental Health Care of Special Operations Forces." In Posttraumatic Stress Disorder and Related Diseases in Combat Veterans. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22985-0_22.

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Abbott, Annie R. "Putting Students to Work: Spanish Community Service Learning as a Countervailing Force." In Creating Infrastructures for Latino Mental Health. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9452-3_7.

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Cooper, John, and Nicole Sadler. "Trauma-informed mental health care for Australian Defence Force personnel and veterans." In Humanising Mental Health Care in Australia. Routledge, 2019. http://dx.doi.org/10.4324/9780429021923-27.

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Chivers, Daniel, and Peter Rodgers. "Octilinear Force-Directed Layout with Mental Map Preservation for Schematic Diagrams." In Diagrammatic Representation and Inference. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44043-8_1.

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Conference papers on the topic "Force mentale"

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Tateno, Toshitake, and Masanori Igoshi. "Tool Operation Based Operation Force Teaching: Extracting Force Control Strategy From Human’s Work in Virtual Environment." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/cie-1328.

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Abstract This paper deals with a virtual environment which is used for extracting expert’s knowledge of work and transferring the work information to a worker. The worker is either a human or a robot. Tool based work representation is convenient for both human and robots to use the data. Tool operation is also convenient to construct a force feedback system in a virtual environment. The data recorded in the virtual environment is saved as work examples in a database, and used by a worker when he wants to refer to the samples. In the virtual environment an expert shows what he wants to do. It’s not important to get a detail amount of data. The most important objective of the virtual environment is to get the expert’s knowledge on the work through the force. In this paper we propose a new virtual environment which is based on qualitative simulation. We call it Virtual Mental Space (VMS) because human mental models are said to be qualitative models about the physical world. Interactions between a human and the VMS provides explanations of what he wants to do, and make it possible to get a force which he wants to stress. The tool operation is used conveniently again to smooth the interaction.
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Noêmia Paula Biork, Ruth, Paula Francielly Dionisio, Lukas Vinicius Rodrigues da silva, Victor Ferreira Amorim, Fernanda França Da Silva, and Juliana Benevenuto Reis. "Saúde Mental do Paciente Oncológico: uma revisão de literatura." In II Seminário Epidemiologia do Câncer "É preciso estar atento e forte". Even3, 2021. http://dx.doi.org/10.29327/epidemiologiadocancer.325071.

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Bromfield, Mike, Guy Gratton, and Mark Young. "The Effects of Stick Force Gradient on Pilot Mental Demand." In AIAA Atmospheric Flight Mechanics Conference. American Institute of Aeronautics and Astronautics, 2015. http://dx.doi.org/10.2514/6.2015-0751.

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Dalcer, Gecimara Aparecida Hybner. "Saúde mental dos trabalhadores e responsabilidade social um laço forte." In 17º Congresso da Associação Nacional de Medicina do Trabalho. 17 - Supl.1, 2019. http://dx.doi.org/10.5327/z16794435201917s1tl049.

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Orsborn, Seth, and Ryan Hutcheson. "Cued Active Learning: An Initial Study." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34234.

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It has become common knowledge that effective teaching requires more than just the rote dissemination of knowledge. By using active learning, teachers involve the students in the learning process. As the students subjectively handle the class material, their comprehension and retention improves. In the classroom, teachers commonly prompt actively learning through a verbal cue such as, “We are now going to break into groups.” This forces the student to switch from a receptive mental state to an active mental state. We theorize that this verbal, short duration transition from lecture to active learning, especially in large classroom settings, is not sufficient to make this transition quickly and thus limits how active students are in the active learning session. In this paper we present a technique and exploratory study results for cueing active learning through a representative icon in a visual lecture presentation. This cue enables the students to mentally prepare themselves for actively learning during a more passive part of the lecture. The results of our exploratory study demonstrate that the cued active learning did not conclusively correlate with average student performance, but that it did show a decrease in the standard deviation of performance, thereby demonstrating an improvement in the comprehension of the students that were more likely to perform lower than average. The results of this study will be used to conduct a more formal study including direct measurement of lecture participation by students.
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Wang, Qisong, Bo Kang, and Per Ola Kristensson. "Supporting Physical and Mental Health Rehabilitation at Home with Virtual Reality Headsets and Force Feedback Gloves." In 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2021. http://dx.doi.org/10.1109/vrw52623.2021.00225.

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Kimmer, Stefan, Jan Smisek, and Andre Schiele. "Effects of Haptic Guidance and Force Feedback on Mental Rotation Abilities in a 6-DOF Teleoperated Task." In 2015 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2015. http://dx.doi.org/10.1109/smc.2015.537.

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Esfahani, Ehsan T., Shrey Pareek, Pramod Chembrammel, Mostafa Ghobadi, and Thenkurussi Kesavadas. "Adaptation of Rehabilitation System Based on User’s Mental Engagement." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47720.

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Recognition of user’s mental engagement is imperative to the success of robotic rehabilitation. The paper explores the novel paradigm in robotic rehabilitation of using Passive BCI as opposed to the conventional Active ones. We have designed experiments to determine a user’s level of mental engagement. In our experimental study, we record the brain activity of 3 healthy subjects during multiple sessions where subjects need to navigate through a maze using a haptic system with variable resistance/assistance. Using the data obtained through the experiments we highlight the drawbacks of using conventional workload metrics as indicators of human engagement, thus asserting that Motor and Cognitive Workloads be differentiated. Additionally we propose a new set of features: differential PSD of Cz-Poz at alpha, Beta and Sigma band, (Mental engagement) and relative C3-C4 at beta (Motor Workload) to distinguish Normal Cases from those instances when haptic where applied with an accuracy of 92.93%. Mental engagement is calculated using the power spectral density of the Theta band (4–7 Hz) in the parietal-midline (Pz) with respect to the central midline (Cz). The above information can be used to adjust robotic rehabilitation parameters I accordance with the user’s needs. The adjustment may be in the force levels, difficulty level of the task or increasing the speed of the task.
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Yuntsova, Kateryna, and Herman Berezhnyi. "FEATURES OF CLINICAL PRESENTATION OF MENTAL DISORDERS ACQUIRED DURING THE OPERATION OF INCORPORATED FORCES." In DIE WICHTIGSTEN VEKTOREN FÜR DIE ENTWICKLUNG DER WISSENSCHAFT IM JAHR 2020. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.01.2020.v1.33.

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Nassar, Ayman A., and E. Elsamahy. "Towards creating air force pilots' selection model: A comparison between most accurate mental stress markers in contact and non-contact techniques." In 2021 International Telecommunications Conference (ITC-Egypt). IEEE, 2021. http://dx.doi.org/10.1109/itc-egypt52936.2021.9513942.

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Reports on the topic "Force mentale"

1

Rogers, Deborah L., Bennie W. Roach, and Lawrence O. Short. Mental Ability Testing in the Selection of Air Force Officers: A Brief Historical Overview. Defense Technical Information Center, 1986. http://dx.doi.org/10.21236/ada173484.

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Ursano, Robert J. PTSD Trajectory, Comorbidity, and Utilization of Mental Health Services among National Guard Forces. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada578785.

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Schneider, Brett J. Use of VTC to Decrease Lost Work Days and Enhance Force Protection in Division Mental Health. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada396396.

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Schneider, Bratt. Use of VTC to Decrease Lost Work Days and Enhance Force Protection in Division Mental Health. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada392936.

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Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani, and Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.

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This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.
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MacGregor, Andrew J., Amber L. Dougherty, and Michael R. Galarneau. The Effect of Armed Forces Qualification Test Score on Mental Health Outcome Following Mild Traumatic Brain Injury. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada561543.

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The adverse health and social outcomes of sexual coercion: Experiences of young women in developing countries. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1009.

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Although evidence from developing countries is limited, what is available suggests that significant numbers of young women have experienced coercive sex. Studies in diverse settings in Africa, Asia, and Latin America reveal that forced sexual initiation and experiences are not uncommon in all of these settings. Many young victims of abuse fear disclosure as they feel they may be blamed for provoking the incident or stigmatized for having experienced it, and suffer such incidents in silence. Presentations at a meeting held in New Delhi in September 2003 highlighted findings from recent studies that suggest an association between early experiences of sexual violence and a range of adverse physical and mental health and social outcomes. Given that data on the consequences of nonconsensual sex are limited and restricted to a few geographical settings, the scale of the problem and its implications for policies and programs are yet to be established. As noted in this document, presentations at the New Delhi meeting highlighted the need for urgent programmatic action to address young people’s vulnerability to coercive sex and its possible far-reaching consequences.
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