Dissertations / Theses on the topic 'Intervention éducative'
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LAWSON, RAPHAEL. "Intervention éducative et utilisation des médias au Bénin : cas du Borgou." Paris 8, 1989. http://www.theses.fr/1989PA080375.
Full textWithout neglecting so much the actions conducted by the industrialised countries in contribution to the industrialisation, education and agricultural production development of the third world, hunger problem stands on the whole there. To remedy it, it is necessary to associate know-how and advanced technology of one side with the habits, family structure and ways of living of the other. Hence the absolute necessity to communicate, thanks so much to human contacts as well as to advanced technology and mass-medias. For our analysis of the socio economic structures and their evolution, we have selected 2 ethnic groups in the borgou region whose economic and social system is essentially based on family structures. We have studied their evolution in the application of an autarchic economic system transformed into a barter economic system. Next, we undertook to study the colonial structures and their contribution to the peasants of borgou whose traditional and political institutions have been seriously transformed by the prolongation of education and the multiplication of european like towns. Technology does not have static bounds. (. . . )
L'Heureux, Danielle. "Effet d'une intervention éducative sur la perception des jeunes de leurs qualités entrepreneuriales." Mémoire, Université de Sherbrooke, 1994. http://hdl.handle.net/11143/8250.
Full textBallet, Delphine. "Approche sociologique de l'intervention éducative dans le monde de la santé. Analyse des pratiques effectives des formateurs en éducation thérapeutique du patient." Thesis, La Réunion, 2019. http://elgebar.univ-reunion.fr/login?url=http://thesesenligne.univ.run/19_38_DBallet.pdf.
Full textTherapeutic patient education (TPE) questions the learning conditions to be met forpeople with chronic illnesses to acquire knowledge and know-howmake appropriate decisions regarding the management of their disease. In a French context aimed at the development of TPE, health professionals are increasingly invited to analyse their practices by questioning the knowledge at stake, the position of the trainer and the potential effects of the educational practices developed. Building on the educational sciences and more specifically on the concept of educational intervention as a theoretical construct of practice, but also on the work relating to teaching practices, this research aims to characterize the activity by studying it from two complementary angles: 1- What happens in a learning context (by observing the practices of the trainers); 2- What happens to the practices declared before and after the Teaching-learning situations-TPE (TLS-TPE). The analysis of 42 TLS-TPE observed in France in 4 regions, 4 types of health structures and 10 different chronic pathologies makes it possible to identify“practice organisers” which correspond to practice invariants specific to the TPE. By remaining more focused on the knowledge to be transmitted rather than on an education in selfmanagement, by being structured by the temporalities of the educational intervention, the practices « en-soignantes » are characterized here, in contrast to teaching practices, between permanence and singularity. The dynamic created by highlighting these contrasts allows us to consider new possibilities for adjusting TPE pratices, particularly in the training context of health professionals
Vandal, Sylvie. "Évaluation de l'impact d'une intervention éducative sur l'assiduité d'adolescentes atteintes de scoliose idiopathique, au port du corset orthopédique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26749.pdf.
Full textProvençal, Belleau France. "Effets d'une intervention éducative psychocognitive individualisée sur le niveau d'anxiété préopératoire de la femme en attente d'une mastectomie." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0001/MQ44943.pdf.
Full textYannaca, Anastasia. "Le développement des compétences sociales chez l'enfant atteint du Syndrome d'Asperger : Une intervention psycho-éducative. Le modèle "friend's play"." Paris 5, 2009. http://www.theses.fr/2009PA05H072.
Full textLemaître, Thomas. "Évaluation des effets à long terme d’une stratégie novatrice de promotion de la vaccination." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/8826.
Full textLacourse, France. "La construction des routines professionnelles chez de futurs enseignants de l'enseignement au secondaire intervention éducative et gestion de la classe." Thèse, Université de Sherbrooke, 2004. http://savoirs.usherbrooke.ca/handle/11143/909.
Full textThomas, Aude. "Evaluation expérimentale et longitudinale d’une application éducative visant le développement des compétences en littératie et en numératie émergentes." Thesis, Université de Lorraine, 2020. http://www.theses.fr/2020LORR0240.
Full textThis thesis has two objectives. The first consists of assessing the effectiveness of an educational intervention implemented on tablets in the classroom context to students' learning in early literacy and early numeracy. The second objective examines the synchronic and diachronic relationships between early literacy and early numeracy. This work belongs to the LINUMEN project (LIttératie et NUMératie Emergentes par le Numérique), laureate of the e-FRAN call for projects (PIA2). During the first two years of the project (March 2017-October 2018) a multidisciplinary team made up of researchers, educational actors and computer engineers were involved in the co-design of the educational application AppLINOU (Apprendre avec Linou en maternelle). The experimentation phase of this intervention (October 2018 - June 2020) tested AppLINOU with a quasi-experimental and longitudinal methodology. Students in the experimental group used AppLINOU for several weeks. In the control group, students followed the kindergarten curriculum without any modifications or instructions for teachers. The study involved 725 kindergarten students, enrolled in pre-kindergarten (356 girls and 369 boys). Measures of early literacy and early skills were conducted at the beginning and end of the year. Multilevel regressions analyses showed that the children in the experimental group enrolled in schools outside priority education networks performed better at the end of the year than the others. Elements that explain the partial effects of the intervention are discussed and ways of improvement are mentioned. In addition, lead models have examined the synchronic and diachronic links between early literacy and numeracy. Different models tested highlight the influence of early literacy on early numeracy at this educational level. As part of this research, an initial version of an educational application was developed (AppLINOU). The preliminary results encourage us to continue the iterative development of this tool. Therefore, we are pursuing our initial objective to obtain an improved version of the application that could be deployed and used on a larger scale in middle and large kindergarten classes
Bros, Julie. "Prédiction des facteurs psychosociaux de moindre observance et intervention psycho-éducative auprès des patients atteints du Syndrome d’Apnées Obstructives du Sommeil." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH015.
Full textContext: Obstructive Sleep Apnea Syndrome (OSA) is a chronic disease, the most effective treatment for which is Continuous Positive Airway Pressure (CPAP) therapy. However, some patients are in difficulty to become and/ or to stay adherent.Objective: Identify precisely these difficulties, in order to predict and prevent the risks of lower adherence to CPAP therapy.Methods: A first observational and longitudinal study was conducted on 204 patients, in order to establish profiles of their use and identify factors of lower adherence. During three interviews (before the treatment, one month and four months upon treatment), we collected a set of biopsychosocial data. We experimented in a second study, a psycho-educational intervention, as a support for patient adherence and quality of life. We did a randomized trial of 62 non-adherent patients, randomly divided into three groups: control group, placebo group and intervention group.Results: Four distinct profiles of adherence are identified: Regular Adherent Users (Profile A), Non-Regular Adherent Users (Profile B), Persistent Non-Adherent Users (Profile C) and Non-Persistant Users (Profile D). Subsequently, the biopsychosocial factors of each profile were identified in order to develop two detection questionnaires. The results of the interventional study underline that repeated information transfer, supported by written documents, and complemented by a holistic approach to patient health issues, are essential elements in supporting adherence.Conclusion: This research has led to the development of several tools for health professionals and provides recommendations for good practice in order to improve patient adherence in the context of OSA
Goirand, Stéphanie. "La production d'une adhésion "relative" à une nouvelle politique sociale : le cas du dispositif de Réussite éducative à Toulouse de 2006 à 2009." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20109/document.
Full textThis thesis shows how local social and educational policy, deployed at the crossroad of several public sectors (educative, social, health, leisure, ...) and representative of the current trends in social intervention paths (individualisation, activation, contracting, ...) is appropriate, constructed and transformed by actors on the field, as well as in the interaction with users. From the study of the Educational Success operation in Toulouse from 2006 to 2009, this research highlights the different phases that have marked the integration and structuring of this new local social public action. From a critical reception by the local socio-educative professionals to a progressive acceptance and mobilization, our investigations show how local actors contributed to transforming the operation into a "palliative" and presentist policy in answer to the deficiencies and malfunctions of the local Socio-educative system. We then observe a "relative" adherence to this new public policy, in the sense that the reluctances expressed by the actors at the outset do not disappear, but are set aside considering the existing needs and the situations priorities. The actors are not fooled by the attempts to change the system and continue to resist them seeking to manipulate the operation. However, even if the adherence is limited, it could end by gradually opening the path to change under the influence of the a series of operation creation, including the Educational Success operation, which tend to promote a new social paradigm
St-Pierre, Joannie. "Autoethnographie au secondaire en contexte scolaire québécois : représentations des tensions vécues lors d’incidents critiques." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41976.
Full textBoudreau, François. "Diabète de type 2 et activité physique : Développement, mise en oeuvre et effet d'une intervention éducative sur mesure à l'aide des technologies de l'information." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27200/27200.pdf.
Full textBoudreau, François. "Diabète de type 2 et activité physique : développement, mise en œuvre et effet d'une intervention éducative sur mesure à l'aide des technologies de l'information." Doctoral thesis, Université Laval, 2010. http://hdl.handle.net/20.500.11794/21413.
Full textGarcia, Oramas María José. "Vers la formation à la citoyenneté pour des jeunes du Mexique à partir de la perspective des genres : une intervention au sein d'une institution éducative." Paris 10, 2005. http://www.theses.fr/2005PA100009.
Full textThe program presented in relation to the formation on citizenship between Mexican youngsters, searches to formulate an alternative educational model for young people, men and women, as empowered persons having the capability to act freely and with responsibility in their lives, recognizing the other as different. The text includes two sections. In the first one, the concepts analyzed include : democratic culture and gendered citizenship's formation, the actual conditions of democracy and citizenship in Mexico, the concept of difference as the main axe to fund a new paradigm of thinking - particularly the notion of sexual difference - and, finally, a discussion on the possibilities of using a disposal of small consciousness-raising groups to learn to accept and tolerate difference(s). The second part, relating to the applied method for the intervention in an educational institution, includes a description and a discussion of the activities realized with the young men and women in the groups, having a number of 20 participants in average with an adult facilitator, during four sessions of 2 hours each, around issues related to the relationship between the sexes
Lang, Louise. "Impact d'une intervention éducative sur les intentions de comportements et sur les connaissances d'enfants-consommateurs, âgés de 9 et 10 ans, par rapport à leurs choix de collations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33879.pdf.
Full textZavettieri-Mangin, Grazia. "La construction du sens du développement des compétences psychosociales : justifications et usages en promotion de la santé." Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0284/document.
Full textSince the work of World Health Organization (1946) on health promotion, summarized into the Ottawa International Charter (1986), the concept of life skills, defined as "person’s abilities to respond effectively to the requirements and tests of everyday life" appears essential part in any educational practice related to health. In over 30 years, the field of health promotion has provided any educational approach with strategies, methods and intervention tools designed, in particular, to help people develop or improve life skills. Nowadays, in France, in numerous calls of proposals, the development of life skills is a usual aim for funders of prevention and health education programs. But although often considered essential by health education professionals in their actions, the development of life skills is not yet a real object of scientific research, and its effectiveness remains rather unconfirmed. The main objective of this thesis work is to explore through a comprehensive sociological and pragmatic approach, the meaning of the intervention aimed for the development of life skills. This research is based on a discourse analysis, especially on two axes: 1) individual skills acquisition, carried by health promotion practitioners, and 2) daily use of the development of life skills, by field workers within education area in its broader sense. This analysis is supposed to help to understand worldviews transmitted by different actors through their action. The research first focuses on the study of health promotion field as ideal type to delineate its area and to identify people interested in this topic. Its theoretical basis and its ethical and socio-historical dimensions are questioned to find out the development of life skills object and to understand its goals. According to Boltansky, health promotion is a "city", considered both as a new concept and as anunder construction space of social practices. Then, these works aim to determine whether the development of life skills is a component of the new approach of the so-called "global health" as an issue for population health management. Based on other area findings (i.e. occupation, business, education and training), all of which directly and widely concerned by development of life skills, the questions they asked can by divided in two categories: 1) how was built the life skill concept– and its development-, and 2) the politicization movement which undergoes the use of development of life skills in health promotion actions. The intervention for development of life skills is a political action that engages our study at the heart of educational issues and social policies. The construction of life skills concept in the own theoretical discourse on health promotion, fed by contributions coming from other social area, induces actors’ politicization process (accountability and adaptability). The purpose of the intervention for the development of life skills in health promotion is certainly human development in its psychological (autonomy) and social (citizenship) dimensions, but the requirements involve and engage the individual in a recognized and accepted self-monitoring mechanism (individual empowerment). The meaning of development of life skills can be found in an interval where an ethic paradigm shift – to the benefit of a better individual and societies’ well being - is raising, and in an area where, to some extent, personal self-realization turns to a mercantile happiness in the liberal economic sphere
Goirand, Stephanie. "La production d'une adhésion "relative" à une nouvelle politique sociale : le cas du dispositif de Réussite éducative à Toulouse de 2006 à 2009." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00820552.
Full textFoucaud, Jérôme. "Contribution à l'étude de l'éducation thérapeutique du patient asthmatique : impact d'une intervention éducative sur l'adhésion thérapeutique, l'ajustement psychologique et la qualité de vie de 43 sujets suivis sur 18 mois." Bordeaux 2, 2005. http://www.theses.fr/2005BOR21283.
Full textThe goal of this study is to evaluate the effect of educational sessions for patients with asthma. 43 patients in the test group (TG) participated in 4 group educational sessions and 33 patients (CG) followed a more traditional treatment programme. Variables related to the disease (understanding, depression, social support, control, coping, adherence, quality of life, the need for emergency treatment) were evaluated at 3 intervals. Analysis of the TG patient interviews reveals changing attitudes with respect to the illness, better self-care and relationships with others. The ANOVA show better understanding of the disease, social support in times of acute asthma attack, adherence and emotional quality of life. The need to use certain coping strategies, environmental sensitivity and the need for emergency treatment are all diminished for patients in the TG. These results reveal the benefits of this structured educational model for health care professionals
Taton, Romain. "Étude comparative des trajectoires développementales de personnes présentant un Trouble du Spectre de l'Autisme (TSA) et bénéficiant d'interventions psycho-éducatives." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB119/document.
Full textBackgroud : The treatment of people with autism, in France, is the subject of recommendations of good practices published by the High health authorities, those are actually supported through the autism plan 2013-2017. According to those recommendations, developemental, cognitive and behavioral approachs are central and research works still essential. Objective : This doctoral reseach is focusing on psycho-educational strategies used by different medico-social institutions on ASD people of various developemental profils and various behaviors. The purpose is to analyse the impact of those strategies on psycho-educational development, socio-adaptative evolution and autistic behaviors over a period of three years. Hypothesis : We assume that developmental trajectories on cognitives and socio-adaptatives abilities as well as on autistic behaviors are determined by the implementation quality of the psycho-educational interventions, regardless the age range and the autism severity degree of people with autism. Methodology : The population studied in this research comprehends 158 people with autism, children (N=54), teenagers (N=19) and adults (N=105). They all received psycho-educational interventions in differents specialised instituitions (Mainly in Normandy, some in the Great Est). Research tools : - The developmental trajectories have been determined on the basis of regular psycho-educational and socio-adaptatif évaluations during a three years period, with VINELANDII and PEP3. In addition, the ECAR-T has been used to evaluate autistic behaviors. - To evaluate the implementation quality of treatments into the institutions, we built an original evaluation scale measuring the psycho-educational intervention properties. This tool enables to determine actions in place inside institutons, and to make objective measurements about the actual implantation level of psycho-educational programs into those institutions. Data processing : The data process aims to validate the MIPE. It will also be used to estimate the impact of interventions and their characteristics on developmental trajectory. Findings : Results enable to validate the MIPE scale, which makes objective measurements about the actual implantation level of psycho-educational programs. Data process also emphasizes the relevance of the approach offered to our population sample, regardless the age range and the autism severity degree. Conclusion : The outcoume of this study demonstrate not only the relevance of psycho-educational intervention and their display modality for people with autism living in institution, regardless their age (children, teenager, adults), it also highlighs the importance of their implementation characteristics
Chartrand, Julie. "Effet d'un DVD éducatif pré-opératoire sur les connaissances et les conduites des parents en salle de réveil: une étude clinique randomisée." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31231.
Full textPilote, Bruno. "Élaboration, mise en œuvre et évaluation d’une intervention éducative selon la perspective de Neuman visant la réduction de la consommation de sodium chez les personnes hypertendues âgées de plus de 75 ans autonomes et demeurant à domicile." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/68242.
Full textHypertension is a chronic disease. This situation is prevalent and on the rise throughout the world. This is a consequence of the aging population as the prevalence of HBP increases with age. Today, it is essential to control this chronic disease at all ages. In this way, it will be possible to reduce cardiovascular morbidity and mortality. Health nursing education is one of the major roles of the nurse. It can help control several chronic diseases, including HBP. However, it is difficult to identify nursing interventions with a positive impact on the control of HBP in very elderly people. Although sodium reduction is beneficial for people under 65 years old, there are few data available to determine its effectiveness in HBP people over 75 years old. Nurses’ educational strategy to reduce this mineral in this population also remains unclear. The aim of this research was to develop, validate, test and, finally, evaluate health education intervention on sodium reduction in hypertensive very elderly individual. This research comes from nursing disciplinary perspective and is based on Neuman’s conceptual model. Neuman perspective is framework conceptual model for nursing practice. During this planning, the nurse and the person identify a stressor and preventive actions to be taken together to reduce stressor effects. The aim of the intervention is to improve the person’s lines of defence or resistance to preserve the person’s well-being. Educational intervention was designed and developed using “intervention mapping”. This framework has several iterative steps and provides a rigorous structure and logical framework. This mapping integrated Neuman’s conceptual model and the Social Learning Theory by Bandura for the elaboration of the educational intervention. This research uses a before-after quasi-experimental research design with a non-equivalent control group. A sampling method based on reasoned choice was used in order to avoid contamination bias between the study groups. The data obtained were analyzed from Bayes' theory. We recruited 42 participants over 75 years of age who were autonomous at home. Of these, 18 people completed all eight home visit meetings regarding the education program. The results of Bayesian inferences showed that the educational intervention contributed to an increase in overall sense of self-efficacy by 1 point (0.3 to 1.7), a decrease in sodium intake 489 mg (-739 à -257 mg) and a 10 mmHg decrease in systolic blood pressure with a 95% credibility interval (CI) of -1 to -19 mmHg was found. However, this research did not demonstrate that educational intervention could influence diastolic blood pressure or feelings of self-efficacy specific to sodium reduction. This study had several biases including that of having a small sample size (n = 18). It is closer to a pilot study, so it is difficult for now to formally conclude and to be able to generalize the data obtained at this time. However, the results of this study showed that an educational intervention developed using Neuman’s conceptual model favours a decrease in sodium consumption in very elderly hypertensive individuals while decreasing systolic blood pressure. An educational intervention of this type makes it possible to meet the current needs of a vulnerable person, on the one hand, and to offer a beneficial nursing intervention on the other.
Lamouroux, Aurore. "Intervention psychosociale et éducation thérapeutique de patients asthmatiques." Aix-Marseille 1, 2006. http://www.theses.fr/2006AIX10061.
Full textOlowofela, Abimbola. "Évaluation de la performance du système de pharmacovigilance au Sud-Sud du Nigéria." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0456/document.
Full textThe evolution of the pharmacovigilance system in Nigeria has been associated with modest growth and teaching hospitals have been identified as important partners in the pharmacovigilance mechanism. However, there have been no studies evaluating the performance of the pharmacovigilance system in Nigerian Teaching hospitals prior to this time. This study set out to evaluate the state of pharmacovigilance specifically adverse drug reactions in South-South Nigeria. The pharmacovigilance system as well as the prescribing pattern of medicines was evaluated using the WHO Core Pharmacovigilance indicators and WHO Core Prescribing indicators respectively. This was followed by an educational intervention with text messages sent via the Short Messaging System (SMS) to improve the knowledge, attitude and practice of pharmacovigilance amongst healthcare professionals. The number, quality and profile of Adverse Drug Reactions (ADRs) were also assessed before and after the intervention. Factors likely to contribute to poor reporting of pharmacovigilance issues were sought by conducting knowledge, awareness, and practice survey of healthcare professionals working in the zone.The findings showed that of the six teaching hospitals assessed, only three could be described as functional or partly functional although all had some structures in place for pharmacovigilance activities. The process and outcome/impact indicators revealed weak health systems and overall insufficient attention to pharmacovigilance in the hospitals as only one centre had committed their ADR reports to the National Pharmacovigilance Centre and there were few documented medicines related admissions ranging from 0.0985/1000 to 1.67/1000 admissions. It further showed that although a modest knowledge and fair perception of pharmacovigilance existed among the group, practice was poor as only 12% of the 811 healthcare Professionals had ever used the national ADR reporting form and there were few adverse drug reaction reports in the local hospital databases. These were attributed to insufficient awareness of pharmacovigilance on what can be reported, poor reporting processes, wrong beliefs that their reporting will not make a difference and difficulty in determining what to report. There was an improvement in the knowledge and practice of pharmacovigilance, with a 31.6% increase in the number of adverse drug reaction reports following an educational intervention. This study also highlighted the ADR profile to commonly used medicines in the zone and the inherent problems associated with spontaneous reporting. It further highlights that the growing discipline of pharmacovigilance can be improved through frequent assessments of the system, training of the healthcare professionals and general strengthening of the Nigerian healthcare system. More in-depth studies would be required to further evaluate the safety of medicines in the Nigerian population
Roy, Odette. "Impact des interventions éducatives et non éducatives sur l'assiduité au traitement, la qualité de vie et les réadmissions à l'hôpital des personnes âgées." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ55475.pdf.
Full textMarquet, Denis. "Théorie de l'agir communicationnel et échec scolaire : étude d'une intervention dans un centre de scolarité adaptée." Bordeaux 2, 2004. http://www.theses.fr/2004BOR21114.
Full textConsequently to a teleological inclination, in no way communicative, the habitual comments as well as the regular pedagogical skills used by teachers use to transmute pupils, confronted to learning difficulties, into " social cases " necessitating the care of Therapeutocraty. Revisiting the " Theory of communicative action " of Jurgen Habermas, especially from a pedagogical point of view, may promote a more positive an richer apprehension of the relation between " teacher-pupil-knowledge ". Its experiment and application in a Special Program School Center receiving school unadapted teenagers, apparently overwhelmed by learning disability, demonstrate its pertinence to stimulate or set back in motion the cognitive process. Moreover, it demonstrates the useful benefits one may obtain from the relation between " teacher-pupil-knowledge " when using an actual interactive method of learning. In this regard, the " Theory of communicative action " essentially reveals itself as nothing but the very theory of mutual human understanding
Breu-Dejean, Nathalie. "Effet d'une intervention psycho-éducationnelle sur l'observance thérapeutique chez les transplantés rénaux." Toulouse 2, 2005. http://www.theses.fr/2005TOU20091.
Full textThe objective of this randomized prospective controlled trial was to evaluate the efficacy of educational therapy for improving adherence to prescribed drugs among renal transplant (RT) patients with renal transplant and to determine the factors associated with noncompliance. The evaluation instruments were given at 3 times: at baseline, at the end of the educational sessions, and 3 months later. They included a specific questionnaire about compliance, quality of life (WHOQOL-26), psychological distress (Beck Depression Inventory), side effects of immunosuppressive therapy, and a questionnaire about knowledge and representation about transplantation, graft and medications. Compliance status was assessed by the specific questionnaire. At baseline, there was no significant difference between intervention and control group according to socio-demographic characteristics, transplantation characteristics, medical characteristics and psychological characteristics. In conclusion, our study demonstrates that a specific educational program improves compliance in patients with renal transplantation, which increased from 47. 3% to 74. 5%
Spiesser-Robelet, Laurence. "Exploration des comportements des femmes allaitantes vis-à-vis des médicaments. Contribution à la conception d'interventions éducatives en santé." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCD095.
Full textThis commentary follows the article of Moni R. Saha and her co-authors, entitled "Postpartum women's use of medicines and breastfeeding practices: a systematic review." As highlighted in this systematic review, medication use is common during the postpartum period often creating difficulty for mothers. Several studies illustrate the negative impact medication has on breastfeeding, initiation and duration despite reassuring advice from health professionals. Current data only describe the use of medication and behavior adopted by mothers when medication is prescribed. The factors influencing maternal behaviors have not been studied. Behaviors depend on knowledge, representations and attitudes.To better understand the behaviors of mothers faced with medication, we conducted a qualitative study, utilizing semistructured interviews to investigate knowledge, risk perception and difficulties women experienced. The study consisted of a description and comparison of the perceived needs of two populations : 19 breastfeeding mothers and 12 health professionals. Divergences between the two populations were highlighted, focusing specifically, on knowledge needed by the women. This commentary is intended to highlight the need for further research essential to explain the influences on maternal behavior when medication is a consideration, allowing health professionals to better help mothers deal with these situations frequently affecting their breastfeeding plans
Labrosse, Nicole. "Description d'un programme d'enseignement en cardiologie et perception du système-client des effets des interventions éducatives en phase II d'un programme de réadaptation cardiaque." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0021/MQ56756.pdf.
Full textWagner, Anne Marguerite. "La participation active d'un enfant avec autisme SDI d'âge préscolaire : du milieu familial aux milieux éducatif et rééducatif." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2148.
Full textThis research study focuses upon the interactional participation of a child with high functioning autism at an age where he is receiving early intensive behavioural interventions and is integrated into an early childhood environment. The study’s adoptionof an ethnographic-influenced methodology has made it possible to capture the full range of exchanges between the child and key adults. This approach furthermore highlights the child’s participation in a wide variety of exchanges that are regulated by various expectations and conversational conventions. At the same time, the study’s interactionist analysis calls attention to the conversational competencies of the child, as well as the scaffolding efforts of his parents and his therapists to maintain and pursue the exchanges. The analysis makes visible three participatory scenes, open, guided and closed, within which the adults’ scaffolding varies, the competencies of the child vary, and, more broadly, the learning objectives vary. In conclusion, the study discusses the appropriateness of different therapeutic interventions aimed at preparing the observed child with autism for integration into a regular preschool setting
Chrétien, Amélie. "Intervention et prise en charge: Étude de cas d'un programme éducatif destiné à des travailleuses du sexe et des survivantes d'agression sexuelle Philippines." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26607.
Full textSantina, Tania. "Développement, implantation et évaluation d'une intervention de promotion de la pratique régulière d'activités physiques chez les écoliers libanais." Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/67560.
Full textWabi, Sakariyaou Alabi. "Le vécu sportif des instituteurs et son rôle dans la détermination de leur intervention pédagogique en E. P. S. Dans les écoles béninoises." Bordeaux 2, 1990. http://www.theses.fr/1990BOR28093.
Full textDoes the beninese teachers'experienc ein sport have a role in the determination of their pedagogic intervention in physical and sporting education? This question takes into account one of the important factors of the pedagogic experience which is the personal life of teachers and constitutes a new approach to the situation of the physical and sporting education at school and to the problems of integration of sport which is a new form of culture in the developing countries. This study made very clear a certain number of insuffienencies spespecially in organisation and materials which seem to be at the origin of the non verification of our starting hypothesis and demand that one is interested in other fields of investigation, previous to any project of reintegration of physical and sporting education at school in Benin
Sirois, Katia. "Une intervention cognitive clinique auprès d'enfants ayant subi un traumatisme crânien cérébral." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/MQ31796.pdf.
Full textKim, Hyo-Jung. "L’éducateur spécialisé en santé mentale : étude clinique." Paris 5, 2011. http://www.theses.fr/2011PA05H025.
Full textThe job to specialized educator is difficult to encircle. The clinical approach of research for psychoanalytical orientation, used in this work, aims at understanding the experience lived by these professionals and the psychic, conscious and unconscious dynamics, which are connected to it in the context of the sector of the mental health. The genesis of the object of research, the implication of the researcher from a route which led her from South Korea to France are described. The historic and institutional aspects of the construction of the job by specialized educator show its complexity, in the articulation of the sanitary and social policies. The concepts of relationship in the knowledge, reparation and sublimation allow to question better the oppropiate stakes identification for this job. The investigation of ground level contains nine non-directive conversations with educators specialized in mental health, and one with a psychiatrist. After a clinical analysis of every interview and a transverse reflection, the results of the research show an uncertain posture of this profession facing of the psychic suffering of the accompanied young people and of the collaboration with the other professionals. A report in the specific knowledge is specified, connected to a practice in everyday life as well as the psychic stakes in the use of the educational mediations. These allow the professional to find an identical solution in its difficulty a to put on a creative drive (Winnicott), at the internal and relationship psychic level in the link to the users
Gueyraud, Cédric. "Jeu et maladie d'Alzheimer : le jeu libre comme intention de soin en direction de résidents d'EHPAD atteints de la maladie d'Alzheimer ou troubles apparentés." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2050.
Full textThe purpose of this PhD research is to evaluate the usefulness of games in eldercare homes (EHPAD in French), for people who suffer from Alzheimer’s disease and diseases related to Alzheimer’s. It was carried out in order to include free play in the wider scope of the homes’ project. After a presentation on Alzheimer’s disease and a non-pharmacological approach to care, an in-depth study of the issue will be given, based on the review of medical literature that leads us to reconsider game design and implementation. This study used three different approaches that were implemented simultaneously. The first one presents the human and material working conditions that are necessary to set up a framework for the game, making certain that it is adapted to the people concerned. Game libraries and therapeutic mediations served as models. The second step, which is relativistic and dialectical, attempts to associate the benefit of game playing with the current approach to treating eldercare home residents who suffer from Alzheimer’s disease. Finally, the biomedical model evaluates the impact of the game in a randomized single-blind study of 54 residents in six eldercare homes. Different scales were used to assess the residents’ quality of life. The behavioral disorders were evaluated. The caregivers were given questionnaires to determine their understanding of the mediation tool used.The analysis of the findings supports free play as a tool which has both entertainment and therapeutic value. The role of mediation may be seen as a support mechanism to enhance resilience in elderly people. It is also a concrete implementation of progressive teaching methods
Escriva-Boulley, Géraldine. "Style motivationnel des professeurs des écoles et promotion de l'activité physique en EPS : efficacité d'une formation ancrée dans la théorie de l'autodétermination." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS011/document.
Full textPhysical education (PE) plays a central role to promote students' health through physical activity (PA). However, many primary school teachers avoid teaching PE. While an important amount of PE is required to reach benefits from this compulsory subject, the quality of students' experiences during PE is essential to favor students' sustainable commitment to PA. According to self-determination theory (Deci & Ryan, 2002), theoretical setting used in this doctoral work, by supporting and/or by undermining students' psychological needs through his/her motivating style, teacher may influence these experiences. This doctoral work investigated this line of research about quantity and quality of PE in primary school. Our ambition was to answer two questions : What are the factors predicting PE duration and primary school teachers' motivational style ? And, how to help them to teach PE more and better in order to promote PA ? To answer these questions our first study (cross-sectional) aimed to identify determinants and mediators of PE duration and of the quality of teaching in PE in primary school. Results highlighted the predictive role of autonomous motivation, self-efficacy, and pressures on quantity and quality of PE. The purpose of our second study (randomized controlled) was to test the effectiveness of a PE training to help primary school teachers to better support their students' psychological needs on teachers' motivating style and students' PA during PE. Results revealed a positive effect of the training on the teachers in the experimental group. The latter, compared to control group, better supported their students' psychological needs. Finally, the results showed that PE training had a little impact on students' PA. Nevertheless PA in the experimental group was higher than that in the control group when the differences between both conditions, on the dimensions of need support were the most important. This doctoral work highlights the interest to take into account pressures and motivational variables to understand teachers' choices about PE duration and motivating style in PE. It also suggests the importance of PE training to modify primary school teacher motivating style toward need support and to promote the quality of PE
Lentillon, Vanessa. "Les inégalités intersexes en EPS : injustices perçues chez les élèves à l'égard des notes, des interventions de l'enseignant et des interactions entre pairs." Lyon 1, 2006. http://www.theses.fr/2006LYO10081.
Full textAussel, Lucie. "Évaluer les dispositifs : le cas d'un dispositif de formation de l'enseignement supérieur agricole." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20138/document.
Full textThe aim of this thesis is to construct a model for evaluating training programs and to check its relevance by confronting it with empirical data. We conducted this intervention-research in the framework of a call for proposals and evaluated a social experiment bearing the characteristics of a training program. Within this context of commissioned research, we explain the emergence of an area for the research and articulation of a social dimension (for praxeological purposes) and an academic dimension (for heuristic purposes). The evaluation model is based on the method of accountability but also on the development of the actors involved. It mobilizes two different methodological orientations: “acquiring knowledge to objectify” and “acquiring knowledge to interpret”. The first takes a quantitative approach and measures the efficiency of the program; the second completes the first and facilitates its interpretation. The second orientation takes a qualitative approach measuring the cognitive developments of the training beneficiaries, characterizing the unexpected effects and efficiency as perceived by the actors involved. Thanks to the data analysis, we have been able to consolidate certain elements of the model, highlight some of its limits and offer some leverage points to help stabilize it. We propose adding a component to the second orientation “acquiring knowledge to interpret”, in order to focus on the analysis of change in the implementation of the program. Likewise, we provide five methodological, axiological, heuristic, epistemological and political leverage points which strengthen the general coherence of the model. The evaluation model has withstood the confrontation with empirical data
Boissezon, Philippe de. "Contribution à une théorie des relations domestiques : le cas de la formation aux métiers du cheval, entre observation, accompagnement et intervention." Pau, 2009. http://www.theses.fr/2009PAUU2010.
Full textThis research aims to explore the kinds of knowledge that are enacted through interpersonal relationships in the presence of horses during professional training in horse related careers. What is happening in terms of transmission and autonomy within the framework of accompanying adults in Long Life Leaning ? Part one develops the notions of domestic hierarchy and dressage. It exposes the emergence of conflicting hierarchies in inter-person and inter-subject relationships. Part two resituates and discusses the theories of participatory observation and accompaniment. We explore the themes of accountability and the imaginary of horse relationships. This leads to a dialogical approach in part three based on the pragmatics of discourse. The field experimentation set up with the collaboration of learners established a corpus of conversation throughout the training. This corpus is analysed and interpreted diachronically in reference to the paradoxical relationship theory. This interpretation leads to a intervention/observation design which is transferred into the questioning of paradoxical domestic relationship epistemology. This design causes us to question the alternation of training and formal schooling and more generally brings up the question of sensitivity in education as well as the aesthetic and political flourishing of the person
Matos, Inês. "Les effets à moyen terme d'une intervention préventive précoce sur la qualité de l'attachement des enfants : suivi à 48 mois de la cohorte CAPEDP-A." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB192.
Full textContext: this PhD research fits into the early prevention CAPEDP project: a home-visiting intervention addressing a high-risk population. Our goals were to test the efficiency of the intervention on infant attachment and to longitudinally compare attachment behaviours and representations with a control group that received only usual care. Method: our work is divided into 3 studies with different times and measures: 12, 18 et 48 months. Attachment behaviour was assessed with the Strange Situation at 12 months and with the Attachment Q-sort at 18 months. Attachment representations were assessed with the Attachment Story Completion Task at 48 months. Results: at 12 months, there are more secure infants in the intervention group although these differences are not statistically significant. At 18 months, the intervention group has higher scores of security. Results also show an improvement in terms of security between 12 and 18 months for the intervention group. At 48 months, results point out an improvement in socio-demographic factors and a gender difference: girls from the intervention group showed significantly higher attachment security than the control group. Discussion: the CAPEDP intervention had a positive effect in enhancing attachment security between 12 and 18 months. Girls seem to have profited the most from our intervention. The limitations and future directions are discussed, particularly the interest of a joint intervention between psychologists and social workers to diminish the socio-economic risk impact on the psychological intervention
Contexto: este trabalho de tese insere-se no projeto de prevenção precoce CAPDP constituído por uma intervenção longitudinal dirigida a uma população com elevado risco psicossocial. Os objetivos eram testar a eficácia da intervenção a domicílio sobre a qualidade da vinculação na criança e comparar longitudinalmente os comportamentos e as representações de vinculação com um grupo controlo que beneficiou apenas do sistema de cuidados já existente. Metodologia: o nosso trabalho é dividido em três estudos ou tempos: 12, 18 e 48 meses da criança. Os comportamentos de vinculação foram avaliados com a Situação Estranha aos 12 meses e com o Attachment Q-sort aos 18. Aos 48 foram avaliadas as representações de vinculação com o Attachement Story Completion Task. Resultados: aos 12 meses, as diferenças em termos de segurança da vinculação não são significativas, mas constatámos a presença de mais crianças seguras no grupo intervenção. Aos 18 meses, o grupo intervenção verifica scores mais elevados de segurança. De notar também uma melhoria significativa entre os 12 e os 18 meses em termos de segurança da vinculação no grupo intervenção. Aos 48 meses, encontrámos melhorias a nível sociodemográfico e um efeito de género, sendo que as meninas do grupo intervenção apresentam scores de segurança das representações mais elevados comparativamente às do grupo controlo. Discussão: a intervenção CAPEDP teve um efeito positivo aumentando a segurança da vinculação entre 12 e 18 meses. As meninas do grupo intervenção parecem ter beneficiado mais da nossa intervenção. Os limites do estudo são discutidos assim como as aberturas para futuras investigações, nomeadamente para uma intervenção conjunta entre psicólogos e assistentes sociais para diminuir o impacto negativo dos factores de risco sobre a intervenção psicológica
Lekira, Rasoavelonirina Aina. "Rendre compte des effets des interventions tutorales à travers une approche orientée indicateurs." Phd thesis, Université du Maine, 2012. http://tel.archives-ouvertes.fr/tel-00752608.
Full textDion, Marie. "Les apprentissages et le développement de jeunes en situation de marginalité dans un projet artistique." Mémoire, Université de Sherbrooke, 2008. http://savoirs.usherbrooke.ca/handle/11143/616.
Full textRouillon, Steeve. "Outils d'évaluation d'une intervention d'éducation pour la santé environnementale périnatale." Thesis, Poitiers, 2018. http://www.theses.fr/2018POIT1402/document.
Full textChildhood and adulthood diseases are associated to in utero exposure to endocrine disrupting chemicals (EDCs). To reduce this exposure, environmental health education programs dedicated to perinatal period are implemented. These programs change psychosocial dimensions such as risk perception (RP) and belief in the action of exposure reduction (BAR), but few are assessed.The interventional research PREVED study aims to assess efficacy of a perinatal environmental health education program to reduce pregnant women exposure to EDC.The objectives of this work were to develop analytical (i) and (ii) epidemiological tools to evaluate the efficacy of the program. Thus, (i) ultrasensitive LC-MS/MS analytical methods were developed to determine unconjugated fractions of EDCs in urine and colostrum and validated using samples collected from the EDDS perinatal cohort; (ii) a psychosocial questionnaire exploring RP, BAR and knowledge of pregnant women by means of scores was developed.This work, part of an interdisciplinary approach to environmental health, proposes reliable analytical methods to assess exposure to the studied EDCs on the one hand, and a questionnaire assessing knowledge, attitudes and practices of pregnant women about EDCs on the other hand. The impact of the perinatal environmental health education program will be assessed using these tools
Gervais-Moreau, Émilie. "Interventions en littératie dans une perspective développementale auprès d'un enfant ayant besoin de mesures de francisation." Master's thesis, Université Laval, 2012. http://hdl.handle.net/20.500.11794/24059.
Full textTezzari, Mauren Lúcia. "Educação especial e ação docente : da medicina à educação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21389.
Full textLa presente tesi ha come obiettivo la presentazione, l'analisi e la riflessione sulle traiettorie di vita e delle enunciazioni del lavoro di quattro studiosi d'avanguardia, Jean Itard, Edouard Séguin, Maria Montessori e Janusz Korczak, che sono passati dalla medicina all'educazione, occupandosi di persone disabili e in situazione di rischio. Questo studio presenta una ripresa della costituzione dell‟educazione speciale, dove nella storia dei personaggi già citati, il fulcro è situato nello spostamento dalla medicina verso la pedagogia, cercando in questo modo di permettere la comprensione dei recenti cambiamenti che interessano la docenza del professore specializzato nell'educazione speciale, ma anche di quello dell'istruzione comune. Dirigere lo sguardo verso il passato, non tanto distante, ma i cui effetti sono ancora presenti, aiuta nel processo di comprensione della costruzione dell'educazione speciale e permette di stabilire dei punti di connessione con un insieme di caratteristiche della docenza presso le persone disabili che, poco a poco, si allontana dal modello di intervento clinico e dà la priorità all'approccio pedagogico. Si tratta di uno studio di carattere teorico, le cui fonti sono composte da materiali di approccio delle tematiche citate, ma anche delle opere scritte dagli medici educatori stessi. La ricerca è stata orientata verso argomenti come: perché l'educazione speciale ha avuto il suo inizio associato al campo della medicina, attraverso le esperienze innovative di giovani medici educatori? Perché questi precursori dell'educazione speciale si stanno, pian piano, allontanando dalla medicina e dirigono le loro pratiche verso il campo dell'educazione? Come si sono delineate le caratteristiche dell'azione professionale del professore dell'educazione speciale dal XIX secolo? In che modo le opere di questi quattro personaggi possono contribuire con l'educazione speciale, considerando le nuove situazioni e le nuove necessità che si impongono partendo dall'inclusione scolastica? Quali punti di rottura e di continuità si possono identificare nelle proposte costruite dai quattro personaggi, presentate nella tesi e i loro possibili contributi per l'attuazione del professore di educazione speciale? Alla fine viene realizzata un'analisi che cerca di mettere in evidenza i punti di sintonia tra le opere e la singolarità della traiettoria di ogni personaggio. Oltre a ciò, vengono identificati e analizzati aspetti pedagogici innovativi e attuali delle loro opere, per quanto riguarda l'azione degli educatori sulle persone disabili.
A presente tese tem como objetivo a apresentação, análise e reflexão acerca das trajetórias de vida e das proposições de trabalho de quatro estudiosos pioneiros, Jean Itard, Edouard Séguin, Maria Montessori e Janusz Korczak, que transitaram da medicina para a educação, ocupando-se de pessoas com deficiência e em situação de risco. Este estudo apresenta uma retomada da constituição da educação especial, sendo que, na história dos referidos personagens, o foco situa-se no deslocamento da medicina em direção à pedagogia, buscando, dessa forma, possibilitar a compreensão das recentes alterações que envolvem a docência do professor especializado em educação especial, assim como daquele do ensino comum. Voltar o olhar para esse passado, não tão distante, mas cujos efeitos são ainda sentidos, auxilia no processo de compreensão da construção da educação especial e permite o estabelecimento de pontos de conexão com um conjunto caracterizador da docência junto a pessoas com deficiência que, paulatinamente, afasta-se do modelo de intervenção clínica, e prioriza a abordagem pedagógica. Trata-se de um estudo de caráter teórico, cujas fontes constituíram-se de materiais que abordam as temáticas mencionadas, assim como das obras escritas pelos próprios médicos-educadores. A pesquisa foi orientada por questões como: Por que a educação especial teve seu início associado ao campo da medicina, através de experiências inovadoras de jovens médicos-educadores? Por que esses pioneiros da educação especial vão, paulatinamente, afastando-se da medicina e direcionando suas práticas para o campo da educação? Como se delinearam as características da ação profissional do professor de educação especial a partir do século XIX? De que maneira as obras desses quatro personagens podem contribuir com a educação especial, tendo em vista os novos contextos e as novas demandas que se impõem a partir da inclusão escolar? Que pontos de ruptura e de continuidade podem ser identificados nas propostas construídas pelos quatro personagens apresentados na tese e suas possíveis contribuições para a atuação do professor de educação especial? Ao final, é realizada uma análise que busca evidenciar pontos de sintonia entre as obras, bem como singularidades da trajetória de cada personagem. Além disso, são identificados e analisados aspectos pedagógicos inovadores e atuais de suas obras, a respeito da ação dos educadores junto a pessoas com deficiência e em situação de risco.
Laurent-Marsero, Yvette. "La co-analyse de l’activité de travail entre formateurs et formés : un moyen pour repenser les pratiques et les contenus de Formation Continue en Education Physique et Sportive." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3089/document.
Full textThe stake in this thesis is double: it is a question on one hand of producing knowledge on the process at work in the development of the professional activity of experimented physical education teacher, on the other hand to show that it is possible to transform conceptions and/or practices of training by making some work realized in class an object of thought and interlocution out of its context of realization. From the report of a professional difficulty, insufficient penetration of the contents of the in-service training in the daily practices of PE teachers, we led an intervention- research. Our action is inspired by a clinic of activity methodological frame. We have proceeded at crossed self- confrontations with the aim of assisting the professionals in them efforts "to work" their experience and resume the hand on problematic working situations. By associating trainers and trained in this approach, we allowed: on one hand, to make visible in the eyes of the trainers the reality of the activity of the trained; on the other hand to rediscover at the teacher's specialists of the manners to make and incorporated, often untold professional knowledge in training; the lighting so brought allowed to question in return, the contents and the practices of training; the job analysis of the teacher in its class so establishes a trapdoor to accede to second thought on the training and a way to rethink this one
Cambon, Linda. "Étude de la transférabilité des interventions de promotion de la santé dans une perspective de promotion des démarches "evidence based health promotion" : développement d'un outil d'analyse de la transférabilité des interventions." Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0276/document.
Full textContext: Health promotion interventions influence all health determinants and contribute to reduce social inequities in health. So, interventions in this field are considered complex, both to implement, to evaluate and consequently to transfer in another setting. That is why, it is difficult to develop, in France, evidence-based health promotion and, consequently, to transfer health promotion intervention experimented in another setting. Transferability, that is the extent to which the result of one intervention in a given setting can be achieved in another setting, becomes an important subject to study. Objective: The objectives were: (1) to define the concept of transferability in health promotion; (2) to develop a tool to analyze transferability and to support the adaptation of health promotion interventions to new setting. Methods: We implemented a project named, EVATRAPS (EVAluation of TRAnsferabilty of health Promotion interventionS). The project developed in two steps. The first step was an review of international literature intended to define factors that influence transferability and tools and criteria available to assess transferability. The second step used a concept mapping method that allowed to a group of experts, to generate a list of ideas associated with a concept, to group them statistically into categories and to score them for their relevance. From the final list of criteria thus structured, a tool to analyze transferability was created. This tool was subsequently tested by stakeholders and experts. Results: After testing, a tool, named ASTAIRE (for ASsessment of Transferability and Adaptation of health promotion InteRvEntions), contained 23 criteria structured into four categories. It consists of two grids?one for reporting data from primary interventions and one for analyzing transferability of intervention and supporting their adaptation to the new setting. Discussion: This project contributed to develop perspectives to facilitate the transfer of health promotion interventions, leverage evidence-based practices and more globally develop a knowledge transfer system in France. Finally, we have suggested reflexions about research methodologies in health promotion in order that they take into account of complexity of health promotion intervention, notably in evidence based practices perspective
Azevedo, Cláudio Tarouco de. "Oficina ação ambiental e produção cultural: criando Klinamens através de microintervenções." reponame:Repositório Institucional da FURG, 2010. http://repositorio.furg.br/handle/1/2156.
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A partir de algumas reflexões sobre a influência nociva da mídia em nosso cotidiano, e procurando compreender e amenizar estes efeitos, foi criado um dispositivo de Intervenção Institucional intitulado: Oficina Ação Ambiental e Produção Cultural; ela foi implementada como atividade integrada ao seminário As três ecologias de Félix Guattari, oferecida junto ao Programa de Pós Graduação em Educação Ambiental da FURG. A proposta pretende contribuir com a Educação Ambiental Não-Formal, de maneira a possibilitar a formação de grupos-sujeitos que possam estar realizando microintervenções ecosóficas nos diversos espaços possíveis. Esta pesquisa qualitativa se justifica pela necessária compreensão crítica da produção de subjetividade implementada pela mídia, de maneira a produzir uma autonomia do pensar e agir, uma geração de novas subjetividades produzidas pelos próprios atores sociais participantes da oficina. Nosso objetivo é promover processos de autoanálise e autogestão para a criação de vídeos produtores de klinamens, tanto nos produtores como nos espectadores. Os procedimentos de coleta de dados foram: fotografar os sete encontros previstos para realização da oficina; produção de vídeos por parte dos participantes e um encontro para exibição das produções, com posterior aplicação de questionário e autoanálise do dispositivo. Como resultados das atividades foram klinamens.
À partir de quelques réflexions sur la mauvaise influence des médias dans notre quotidien et voulant comprendre et réduire ces effets, fut crée un dispositif d'intervention institutionnelle intitulé Atelier d'Action Environnementale et Production Culturelle, intégrée au Séminaire Trois Écologies de Félix Guattari et offerte dans le Programme de Post-Graduation en Éducation à l'Environnement de la FURG. Elle prétend faire une contribution avec l'Éducation Non Formelle de manière à rendre possible la formation de groupes-sujets qui puissent faire des micro-interventions écosophiques dans les divers espaces possibles. Cette recherche qualitative se justifie par la nécessaire compréhension critique de la production de subjectivité suscité par les médias, visant une autonomie de la pensée et de l'action, une création de nouvelles subjectivités produites par les propres acteurs sociaux participants de l'atelier. Notre objectif est de promouvoir des processus d'autoanalyse et d'autogestion par la création de vidéos producteurs de klinamens, autant dans les producteurs comme chez les spectateurs. Les procédures de récollection de données furent: photographier les sept rencontres prévus pour la réalisation des ateliers; production des vidéos par les participants et une rencontre postérieure d'exhibition et analyse des produits, avec un questionnaire et une auto-analyse du dispositif. Comme résultat des activités, furent produites cinq vidéos environnementales avec des thématiques liées à l'Ecosophie, structurées par les micro-interventions. Dans un processus immanent avec ces ateliers, cette recherche vise, comme part du dispositif et des vidéos, produire de nouvelles subjectivités et susciter des klinamens.
Guillaumie, Laurence. "Développement, implantation et évaluation d'une intervention de promotion de la consommation de fruits et de légumes dans la population adulte française." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27590/27590_1.pdf.
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