bibliogravie

BIBLIOGRAVIE
SEPTEMBRE 2005
PUBLICATIONS RÉCENTES DE NOS MEMBRES
Desrochers, M. (2005). Les conditions de pérennité des initiatives communautaires
inclusives : portrait des cultures stratégiques des intervenants, des chercheurs et des
gestionnaires. Thèse de doctorat, UQAM, Montréal. 188 pages.
Résumé : La présente recherche porte sur la problématique de la pérennité des initiatives
communautaires. Plus particulièrement, nous y posons un regard émique (i.e. à partir du point de
vue des acteurs) sur les conditions susceptibles d’assurer la pérennité de ce type de projet. Nous
poursuivons trois objectifs : (1) faire émerger les conditions que les acteurs directement
impliqués dans une initiative communautaire jugent comme indispensables à la pérennité,
(2) explorer en quoi les perceptions de différents groupes d’acteurs se rejoignent et se distinguent
et (3) approfondir l’explication des différences et des similitudes en mettant à profit les
explications des acteurs eux-mêmes.
Les conditions généralement associées à la pérennité des initiatives communautaires partenariales dans la documentation spécialisée ont trait aux consortiums locaux responsables de
l’implantation (caractéristiques des activités, structure organisationnelle, efficience, leadership,
membership et climat organisationnel), à la communauté (participation, appropriation et
capacités d’action) et à l’environnement socio-économique (pertinence politique de la mission,
opportunités de financement). D’autres écrits démontrent l’importance des rapports entre les
intervenants, les gestionnaires et les chercheurs (cultures professionnelles et rapports de pouvoir)
dans la mise en œuvre des conditions de pérennité.
La documentation scientifique fait la démonstration nette qu’assurer la pérennité d’initiatives
communautaires qui rassemblent des partenaires différents soulève des enjeux importants.
Cependant, le regard que les acteurs eux-mêmes portent sur ces enjeux demeure inconnu. Afin
d’être bien en mesure de cerner ces enjeux et de construire une meilleure connaissance des
conditions qui mènent à la pérennité, il est primordial de faire émerger les conceptions des
partenaires directement concernés par la pérennité. C’est la raison pour laquelle cette thèse
adopte une perspective de constructionisme social.
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La thèse met à profit deux méthodologies complémentaires. La première, la cartographie de
concepts, se déploie en trois grandes étapes : l’élaboration des énoncés, le traitement des données
et l’interprétation des résultats. Lors de l’élaboration des énoncés, les participants produisent des
énoncés en réponse à la question suivante : Quelles sont les conditions qui favorisent la poursuite
à long terme de votre initiative communautaire ? L’animatrice leur demande ensuite de classer
l’ensemble des énoncés en ordre d’importance et de les regrouper en catégories. L’étape suivante
consiste à analyser les données à l’aide d’un logiciel qui organise les énoncés en grappes.
Finalement, l’interprétation des résultats se fait avec les participants, selon un processus de
négociation de groupe, de façon à faire consensus sur les conditions telles qu’illustrées par les
cartes conceptuelles.
Les résultats obtenus à l’aide de la cartographie conceptuelle font état de nombreuses
ressemblances, mais également de quelques différences entre les constructions de trois groupes
d’acteurs impliqués dans une action commune, entre autres en ce qui a trait à leur conception du
financement et de la collaboration. En examinant les données en lien avec les écrits scientifiques,
on peut penser que les cartes témoignent de cultures professionnelles différentes entre les
chercheurs, les gestionnaires et les intervenants.
D’un point de vue étique, nous avons avancé des hypothèses d’interprétation des résultats des
écarts et des similitudes observés entre les trois cartes conceptuelles. La limite inhérente à ce
type d’exercice est évidente : il repose uniquement sur la vision du chercheur « externe ». Il nous
semble donc indispensable, étant donné le paradigme épistémologique que nous adoptons, de
demander aux acteurs eux-mêmes comment ils expliquent les écarts et les chevauchements entre
les trois cartes conceptuelles. La réalisation d’entretiens qualitatifs individuels constitue à cet
égard une bonne façon d’approfondir les résultats obtenus à l’aide la cartographie conceptuelle.
Quel sens les participants donnent-ils aux conditions de pérennité qu’ils ont eux-mêmes
construites d’une part, et que d’autres ont construites d’autre part ?
À la lumière des résultats, il devient clair que les rapports de pouvoir entre les intervenants, les
chercheurs et les gestionnaires rencontrés sont inégaux et que les dynamiques relationnelles ne se
limitent pas à la simple confrontation des cultures professionnelles. Cette situation engendre une
tension dans les relations entre les secteurs institutionnel et communautaire et dans le rapport
recherche-pratique. L’analyse stratégique telle que développée par Crozier et Friedberg (1977)
nous permet de dégager les règles (autrement dit, le jeu stratégique) qui sous-tendent les
dynamiques partenariales. Le jeu stratégique des acteurs se caractérise par la négociation
implicite de leurs modèles d’intervention respectifs. Cette thèse propose des pistes de réflexion
en ce qui a trait à la collaboration et ouvre la voie vers de nouveaux modèles d’initiatives
communautaires axés sur l’explicitation des rapports entre les acteurs et la négociation ouverte
des modèles d’intervention.
Turcotte, G., Blais, M.-F., Sanchez, I., & Tremblay, V. (2005). Le projet MAP à
Montréal: les changements dans la trajectoire d'insertion professionnelle des résidantes. Défi
Jeunesse, 11 (3), p.10-19.
Bibliogravie de septembre 2005
AUTRES PUBLICATIONS RÉCENTES
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Comfort, C. B. (2005). Evaluating the effectiveness of parent training to improve
outcomes for young children: A meta-analytic review of the published research. Unpublished
doctoral dissertation, University of Calgary, Calgary.
Résumé : Parent training has been frequently touted as a measure to reduce such problems as
aggression, and child abuse and neglect, as well as to enhance developmental outcomes for all
children, not just those at risk for future problems or those with identified problems. The
preschool years have been targeted as an opportune juncture at which to train parents insofar as
parents still wield much influence and problems may be resolved before becoming entrenched.
However, despite the availability of a large number of parent training studies, few conclusions
have been reached regarding the basic question, "What works for whom, when?". This metaanalysis evaluated the effectiveness of parent training for children between the ages two and five
as a means to enhance child outcomes and examined variables related to the differential impact
of parent training. 140 effects (106 controlled, 34 single group) from 94 studies were compiled.
The overall mean effect of parent training (effect size = 0.51) was positive and highly significant.
Effects were maintained at approximately one year (12.6 months on average) followup (effect
size = 0.52). Greater effects were found for stand-alone PT programs and for programs with very
low levels of attrition. When outcomes were limited to parent reports of child externalizing
behaviour, better effects were found for: (1) referred, as opposed to community samples,
(2) individual, as opposed to group formatted programs, and, (3) children identified with
externalizing behaviour problems as opposed to children with no identified problem. Mixed
findings emerged when type of sample was considered, such that indicated samples obtained
better outcomes than selective samples on parent reports of externalizing behaviour but
significantly worse outcomes on cognitive/language measures. When the theoretical orientation
of programs was considered, there was no evidence of differential effectiveness. Various
instructional techniques used in parent training were not differentially effective, with the
exception of some evidence of enhanced effect when a "bug-in-the-ear" device was used. This
meta-analysis strengthens conclusions in the current literature, and extends our understanding of
theoretically and/or clinically relevant variables associated with effective parent training.
Conseil de la famille et de l'enfance. (2005). Bilan et perspectives : Le rapport 20042005 sur la situation et les besoins des familles et des enfants. Quebec : Conseil de la famille et
de l'enfance.
Résumé : Le Conseil de la famille et de l'enfance rend public son Rapport 2004-2005 sur la
situation et les besoins des familles et des enfants. Le Conseil y présente ses réflexions à partir
d'un bilan sélectif de l'action gouvernementale en matière de soutien aux familles.
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DePanfilis, D., & Dubowitz, H. (2005). Family connections : A program for preventing
child neglect . Child Maltreatment, 10 (2), 108-123 .
Résumé : Family Connections was a demonstration program specifically designed to prevent
child neglect. This article describes the development of prevention strategies and the assessment
of outcomes for families who received two versions of the intervention. The sample included 154
families (473 children) in a poor, urban neighborhood who met risk criteria for child neglect and
Bibliogravie de septembre 2005
who were randomly assigned to receive either a 3- or 9-month intervention. Self-report and
observational data were analyzed using analyses of variance (ANOVA) with repeated measures.
Results for the entire sample indicated positive changes in protective factors (parenting attitudes,
parenting competence, social support); diminished risk factors (parental depressive symptoms,
parenting stress, life stress); and improved child safety (physical and psychological care of
children) and behavior (decreased externalizing and internalizing behavior). Results further
reflected no advantage of the 9-month intervention for improving parenting adequacy. Further
testing of the intervention with other target populations is being conducted.
Dubowitz, H., Newton, R. R., Litrownik, A. J., Lewis, T., Briggs, E. C., Thompson, R.,
English, D., Lee, L. C., & Feerick, M. M. (2005). Examination of a Conceptual Model of Child
Neglect. Child Maltreatment, 10 (2), 173-189.
Résumé : This study attempted to provide empirical support for conceptual definitions of child
neglect. We identified 12 types of needs, conceptualizing neglect as occurring when children’s
basic needs are not adequately met. We examined measures administered to 377 children and
caregivers at ages 4 and 6 years participating in longitudinal studies on child mal-treatment to
identify potential indicators of these needs. Indicators were found for latent constructs,
operationalizing three of the basic needs (emotional support and/or affection, protection from
family conflict and/or violence, and from community violence). These latent constructs were
used in a measurement model; this supported the conceptual definitions of neglect. A structural
equation model then assessed whether the latent constructs were associated with child adjustment
at age 8 years. Low level of perceived support from mother was associated with internalizing and
externalizing behavior problems. Exposure to family conflict was also linked to these problems,
and to social difficulties. Finally, children’s sense of experiencing little early affection was
associated with subsequent externalizing behavior and social problems. The approach of
conceptualizing neglect in terms of unmet child needs, developing a measurement model to
define latent neglect constructs, and relating these constructs to subsequent adjustment can build
our understanding of neglect.
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Edwards, A., Shipman, K., & Brown, A. (2005). The socialization of emotional
understanding : a comparison of neglectful and nonneglectful mothers and their children. Child
Maltreatment, 10 (3), 293-304.
Résumé : This study investigated the influence of maternal socialization (i.e., maternal support,
discussion of emotion, negative affect) on children's emotional understanding in 24 neglectful
mother-child dyads and a matched control group. Mothers and children were administered an
interaction task. Mothers were also assessed for negative emotional experience, and children
were assessed for emotional understanding and expectations of maternal support. Findings
indicated that neglectful mothers, compared with nonneglectful mothers, provided less support in
response to their children's emotional displays, engaged in less emotional discussion, and
reported more negative emotion. As well, neglected children demonstrated lower levels of
emotional understanding than non-maltreated children. Further, maternal support mediated the
relation between neglect and children's emotional understanding. Findings are discussed from the
functionalist approach to emotional development, emphasizing the importance of social context
and socialization on children's emotional understanding.
Bibliogravie de septembre 2005
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English, D. J., Thompson, r., Graham, J. C., & Briggs, E. C. (2005). Toward a definition
of neglect in young children . Child Maltreatment, 10 (2), 190-206.
Résumé : This study examined the relationship between child experiences identified conceptually
as "neglectful" prior to age 4 and child outcomes at age 4. This was done using measures from
two sites collected as part of LONGSCAN. Child needs were included within categories of
physical and psychological safety and security. Problems with residence safety or cleanliness and
untreated behavioral problems predicted child impairments in language. CPS reports of failure to
provide shelter predicted impairments in several developmental outcomes. A stimulating home
environment predicted less impairment in cognitive development. Multiple changes in residence
predicted externalizing behavior problems. Exposure to verbally aggressive discipline predicted
more behavioral problems overall. Conversely, some indicators (such as caregiver transitions and
lack of medical care) predicted less developmental impairment or fewer behavior problems in
certain domains. The approach supports a conceptualization of neglect based on child
developmental needs. Implications for practice and future research are discussed.
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Guterman, N. B., & Lee, Y. (2005). The role of fathers in risk for physical child abuse
and neglect: possible pathways and unanswered questions . Child Maltreatment, 10 (2), 136-149.
Résumé : Despite overrepresentation of fathers as perpetrators in cases of severe physical child
abuse and neglect, the role they play in shaping risk for physical child abuse and neglect is not
yet well understood. This article reviews the possible father pathways that may contribute to
physical child abuse and neglect risk and their existing empirical support. The present empirical
base implicates a set of sociodemographic factors in physical maltreatment risk, including
fathers’ absence, age, employment status, and income they provide to the family. As well,
paternal psychosocial factors implicated in physical child maltreatment risk include fathers’
abuse of substances, their own childhood experiences of maltreatment, the nature of fathers’
relationships with mothers, and the direct care they provide to the child. However, the empirical
base presently suffers from significant methodological limitations, preventing more definitive
identification of risk factors or causal processes. Given this, the present article offers questions
and recommendations for future research and prevention.
Halpern, D. F. (2005). How we study work-family interactions. In D. F. Halpern, & S. E.
Murphy, From work-family balance to work-family interaction, New-Jersey : Lawrence Erlbaum
Associates. p. 11-24
Résumé : non disponible.
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Kerkham, L. (2005). Many pathways to literacy : Young children learning with siblings,
grandparents, peers and communities. Journal of Early Childhood Literacy, 5 (1), p.79-90.
Résumé : Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents,
Peers and Communities is a volume of studies of language and literacy in inter-cultural contexts.
The studies are theoretically framed as 'socio-culturally situated developmental psychology' and
make an important contribution to the burgeoning literature in this field of educational research.
From this perspective these chapters speak back compassionately and provocatively to the
psychological theories of development that still hold tenacious sway over early childhood
Bibliogravie de septembre 2005
curricula and literacy development. The book is organized into three parts: The family context-siblings and grandparents; friends as teachers; and learning in community settings. The
introduction to each part suggests key ideas and themes and gives a brief overview of the five
chapters included in it; each chapter, at the risk of repetitive reference to sociocultural practices
and processes, establishes the theoretical framework which informs the conduct of the study. The
chapters are short, and for the most part come from research in a larger ethnographic and
longitudinal study. A concluding chapter discusses the implications of Syncretic Literacy Studies
for education practice and research. What follows is a brief overview of one chapter from each
part to indicate the breadth of contexts in which young children actively participate as learners,
and syncretize languages, literacies and cultural practices.
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Kessler, M. L., Gira, E., & Poertner, J. (2005). Moving best practice to evidence-based
practice in child welfare. Families in Society, 86 (2), p. 244-250.
Résumé : Increased emphasis is being placed on improving outcomes for abused and neglected
children served by the child welfare system. To achieve this goal, the notion of "best practice" is
widely embraced. Unfortunately, there is no consensus on its definition. Various interpretations
include (a) practice wisdom, (b) emulating other systems, (c) expert consultants, (d) professional
guidelines, and (e) evidence- based practice. In this article, the authors describe the advantages
and disadvantages of each of these definitions. While all of them have a role to play in improving
results of child welfare interventions, the authors argue that best practice is optimally defined as
evidence-based practice. At the same time, there are many difficulties in employing this form of
best practice, including a lack of evidence, the transfer of information, and the organizational
culture in which the worker operates. Suggested solutions to these difficulties are discussed.
*
Kofoed, N. A. (2005). Family wellness : Concept development with low-income mothers.
Unpublished doctoral dissertation, Catholic university of America, U.S.A.
Résumé : The purpose of this research study was to answer the question, how is family wellness
perceived by mothers with children in low-income families? The hybrid model was chosen to
discover the meaning of family wellness for mothers in low-income families. It combined
concept analysis with qualitative research that helped to further define and refine the concept.
The hybrid model consisted of three phases: (a) the theoretical phase, (b) the
fieldwork phase, and (c) a final analytical phase. An evolutionary method of concept
analysis was employed during the theoretical phase. Secondly, participant interviews were
utilized to discover what the concept of family wellness meant to mothers of children in lowincome families. Constant comparative analysis was used to discover family wellness attributes
within the interviews. Finally, the concept analysis of family wellness was compared with the
interview information from the mothers. Approximately 120 interdisciplinary journal articles
were perused to produce a concept analysis of family wellness while at the same time an
interview guide was constructed. Then 14 participant mothers were interviewed within their
homes. In phase one, due to the scarcity of the term family wellness in the interdisciplinary
literature, the term wellness was explored. Antecedents and consequences of wellness were
identified, while the attributes of wellness were incorporated to produce working definitions of
individual and family wellness. During the interviews in phase two, the fieldwork phase,
attributes of family wellness emerged from the mothers' answers. Accordingly to them, family
wellness involved wholeness and transcendence beyond the physical component. It included
Bibliogravie de septembre 2005
positive connectedness (emotional and spiritual), environmental security, physical reliability, and
cultural embeddedness. Environmental security was especially salient for these low-income
mothers. Family wellness practices employed by the mothers consisted of everyday care, loving
care, and illness care. An exemplar from the participant interviews illustrated family wellness for
these low-income mothers. In the final analytical phase of the hybrid model, an explanatory
framework of family wellness was constructed which showed the relationships among
individual, family, and community wellness. This study contributes to the body of knowledge
that supports how nurses must encourage access to family wellness by low-income families.
*
McBride, B. A. et al. (2005). Paternal identity, maternal gatekeeping, and father
involvement. Family Relations, 54 (3), 360-372.
Résumé : The purpose of this study was to examine whether mothers' beliefs about the role of
the father may contribute to mothers influencing the quantity of father involvement in their
children's lives. Participants were 30 two-parents families with children between the ages of 2
and 3 years. A combination of self-report and interview data were collected from both mothers
and fathers. Results from multiple regression analyses indicated that fathers' perceived
investments in their parental roles and actual levels of paternal involvement are moderated by
mothers' beliefs about the role of the father. Findings are discussed in terms of implications for
future research on parenting identity and maternal gatekeeping as well as the development of
parenting programs for fathers
*
McCurdy, K. (2005). The influence of support and stress on maternal attitudes. Child
Abuse Neglect, 29 (3), 251-268.
Résumé : OBJECTIVES: This study examines an expanded version of Belsky's (1984) multidimensional process model of parenting to determine whether changes in stress and support
influence maternal attitudes during the first year of a child's life. METHOD: Data were collected
from mothers of newborns eligible for Hawaii's Healthy Start program who had been randomly
assigned to home visitation (n=108) or control (n=104) status. Multiple regression analyses were
used to test hypotheses regarding the influence of change in contextual sources of support and
stress on parenting attitudes as measured by the Child Abuse Potential Inventory (CAPI) Abuse
Scale. A post hoc analysis of variance was conducted to explore interactions among the
predictor variables and home visitation. RESULTS : Stress in the form of change in public
assistance status led to more punitive parenting attitudes while increased support from the
partner and from close associates emerged as significant predictors of less punitive parental
attitudes. The exploratory analyses suggest that home visitation may moderate the impacts of
stress and support on maternal attitudes. CONCLUSIONS : In line with Belsky's (1984) process
model of parenting, increased stress adversely impacted maternal attitudes regarding physical
punishment while increased support exerted favorable effects. The results also support further
elaboration of Belsky's model including the expansion of marital support to include unmarried
partners and the need to consider the impact of formal support sources on parenting.
Bibliogravie de septembre 2005
*
Melton, G. B. (2005). Mandated reporting : A policy without reason. Child Abuse and
Neglect, 29 (1), p. 9-18.
Résumé : Discusses what are described as catastrophic problems in the United States child
protection system that are a direct product of the system's design. The most fundamental mistake
that the designers of modern child protection systems made was grossly to underestimate the
scope of the problem of child abuse and neglect. The early assumption was that the problem of
child maltreatment was reducible to syndromes, and that abusive parents were appropriately
characterized as "those people" who were fundamentally different from ourselves. It is
suggested, rather, that the families in which maltreatment occurs have a multiplicity of serious
personal, social, and economic problems. A panel of the Institute of Medicine concluded that
mandated reporting laws may increase consideration of child maltreatment in professional
education but the increased coverage often reflects a focus on required reporting procedures to
the exclusion of health professionals' roles in treating and preventing family violence. The threat
of reporting probably deters many families from seeking help and may lead to disruption of
treatment among families already receiving mental health services. It is concluded that mandated
reporting is a bankrupt policy.
Prasad, M. R., Kramer, L. A., & Ewing-Cobbs, L. (2005). Cognitive and neuroimaging
findings in physically abused preschoolers. Archives of Disease in Childhood, 90 (1), 82-85.
Résumé : AIMS: To characterise the cognitive, motor, and language skills of toddlers and
preschoolers who had been physically abused and to obtain concurrent MRIs of the brain.
METHODS : A between groups design was used to compare a sample of 19 children, aged
14–77 months, who had been hospitalised for physical abuse with no evidence of neurological
injury to a comparison group of 19 children matched for age and socioeconomic status. Children
underwent cognitive, language, and motor testing within three months of their discharge from the
hospital. Caregivers of the injured children were interviewed and were asked to complete
questionnaires to characterise the child’s developmental level and behaviour just prior to the
hospitalisation. RESULTS : Children who had been physically abused scored significantly lower
than the comparison group on measures of cognitive functioning, motor skills, and language
skills. The groups did not differ in child behaviour ratings completed by the caregivers. MRI of
the brain was performed for 15 children in the physical abuse group; two were found to have
significant cerebral atrophy. CONCLUSIONS : Children who have been physically abused are at
high risk for delays in cognitive, motor, and language development. Standard of care for these
children should include developmental testing as well as neuroimaging of the brain to detect
occult brain injury.
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Straus, M. A., & Kantor, G. F. (2005). Definition and measurement of neglectful
behavior : Some principles and guidelines. Child Abuse and Neglect, 29 (1), p. 19-29.
Résumé : Suggests a definition of child neglect, provides a conceptual analysis of that definition,
and identifies principles, criteria, and problems in creating measures of neglect, including
measures based on caregiver self-report and child-report data. A lack of clarity in definition and
a paucity of standardized, reliable, and valid measures is a serious handicap to progress in
research on the causes and effects of maltreatment and developing prevention and treatment
programs. Neglectful behavior is a multidimensional phenomenon and there is virtually no
Bibliogravie de septembre 2005
information on the extent to which the different dimensions have similar or different causes and
consequences. A major difficulty with conceptualizing and measuring neglectful behavior is the
lack of empirical evidence of each neglectful behavior that might be harmful. The analysis in this
article leads to the conclusion that assessing both neglectful behavior and harm to a child
separately can make an important contribution to research and can also enhance providers'
abilities to target intervention and identify appropriate intervention modalities for perpetrators
and victims of neglectful behavior. Implications for the development of new measures for use in
research on neglect are discussed.
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Notes : Toutes ces références sont disponibles au Centre de documentation GRAVE-ARDEC
pour photocopie ou consultation. Pour plus d'information, vous pouvez joindre Julie
Denoncourt ou Denis Létourneau au (514) 987-3000 (4783).
De plus, les références avec (*) sont disponibles en format PDF. Ainsi, pour recevoir un
document, faite parvenir votre demande à [email protected]
Bonne lecture !