Suchergebnisse

International audience Le 14 octobre 2019 le responsable de la sécurité de l'Université de Cergy-Pontoise invite tout le personnel à détecter un ensemble de « signaux faibles de radicalisation » auprès des étudiants et des enseignants par le biais d'un questionnaire. Quelques minutes après, un enseignant de cette même Université publie sur Twitter un post d'indignation en réponse à cette requête. La nouvelle rebondit d'un média à l'autre. Quelques heures plus tard, la polémique se déclenche dans les réseaux sociaux. Dans cette étude, je m'attacherai à montrer les différentes modalités discursives du déploiement de cette polémique dans différents réseaux sociaux (espace « commentaires » du Monde.fr, Twitter, Youtube, Facebook), à partir de la typologie de commentaires publiés (Paveau, 2017) et des stratégies discursives déployées par les usagers des réseaux. Je montrerai l'intérêt d'adopter une approche contrastive dans la constitution et l'analyse des corpus (Longhi, 2018) afin d'avoir une vision plus précise de la façon dont une polémique (Amossy, 2014), dans un moment discursif particulier (Moirand, 2007), se déclenche et se diffuse dans le web 2.0. En particulier, cette approche devrait faire ressortir de manière plus efficace les spécificités des différents réseaux, non pas à partir de critères et de classements préétablis, mais plutôt à partir de la matérialité (techno)discursive qui s'y produit. Mots-clés : polémique 2.0, analyse du discours numérique, signaux faibles de radicalisation, corpus, réseaux sociaux. Abstract On October 14, 2019, the security officer at the University of Cergy-Pontoise invited all staff to detect a series of "weak signals of radicalization" from students and teachers through a questionnaire. A few minutes later, a teacher from the same University posted a post of indignation on Twitter in response to this request. News bounces from one media to another. After a few hours, the controversy broke out on social networks. In this paper, I will show the different discursive modalities ...

In response to the coronavirus (COVID-19) pandemic, national governments have imposed urgent sanitary and social measures to control the spread of the virus. One such measure is quarantine, which involves restricting people's movement through the isolation of infected or suspected infected individuals in order to reduce the risk of new infections. Research has shown that quarantine is a psychologically stressful experience. With respect to children, lack of school and interruptions to daily routines could have a negative impact on their physical and mental health. Parents may also pass their psychological distress to children and practice inappropriate parenting behaviors, which could contribute to the development of post-traumatic stress symptoms in children. In order to prevent these negative outcomes, governments must carefully consider any their decision to impose quarantine and family social care services must work together with children's mental health services to ensure that the experience is as tolerable and safe as possible.

AbstractNew skills may be learned by active experience (experiential learning or learning by doing) or by observation of others' experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (ID), as individuals with Down syndrome (DS) and individuals with Williams syndrome (WS), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with DS, 24 individuals with WS and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with ID exhibited distinct patterns of learning by observation. Thus, individuals with DS were impaired in reproducing the previously observed visuo‐motor sequence, while they were as efficient as TD children in the experiential learning task. On the other hand, individuals with WS benefited from the observational training while they were severely impaired in detecting the visuo‐motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome‐specific hypothesis and the view of ID as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of ID in developing learning programs for treatment and education.

BACKGROUND: The current conceptualization of schizophrenia as neurodevelopmental disorder should lead to innovative public health policies in terms of a reorganization of the mental health care systems, particularly in the transition from adolescence to adulthood, to reduce personal, familiar, and social costs and burdens. The purpose of the project was to perform a survey among a panel of Italian schizophrenia experts, to share evidence-based information on adolescent schizophrenia and explore the degree of consensus among professionals in the following four macro-areas: early diagnosis; pharmacological treatment; health care system organization and transition process from adolescent to adulthood; and psychosocial interventions. METHODS: The consensus process consisted of a two-step web-based Delphi method, which took place between June and November 2021. The survey was developed by a panel of four psychiatrists and four child neuropsychiatrists, identified as key opinion leaders (KOLs). The KOLs identified 21 statements involving a total of 70 items with a major need of clarification on early-onset schizophrenia (EOS). The survey was distributed to 86 specialists in psychiatry and child neuropsychiatry. RESULTS: The results revealed a large agreement among the expert group on all the investigated areas of adolescent schizophrenia patterns of care and management. Consensus was ultimately reached for 67 items of the Delphi survey (95.7%), while negative consensus was reached for 2 items and no consensus was reached for 1 item. CONCLUSIONS: Overall, results showed a significant gap between the acquired scientific knowledge and clinical practice. In this scenario, it should be necessary to plan specific initiatives at a multiple level, to edit recommendations on clinical decision-making, as well as to prompt changes at the political and organizational levels, also involving scientific societies, patients, and family associations, to overcome the barriers that delay the implementation process.

Individuals with special education needs have been particularly affected by the COVID-19 pandemic as they have been shown to be at high risk of losing medical and institutional support at a time when people are being asked to stay isolated, suffering increased anxiety and depression as a consequence. Their families have often found themselves under tremendous pressure to provide support, engendering financial hardship, and physical and emotional strains. In such times, it is vital that international collaborations assess the impact on the individuals and their families, affording the opportunity to make national and international comparisons of how people have coped and what needs to be done to optimize the measures taken by families, associations and governments. This paper introduces one such collaboration.