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Emotional and Behavioural Difficulties | 2013

Impact of a school consulting programme aimed at helping teachers integrate students with behavioural difficulties into secondary school: actors’ points of view

Line Massé; Caroline Couture; Vanessa Levesque; Jean-Yves Bégin

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors.


Emotional and Behavioural Difficulties | 2017

The differentiated impact of Kangaroo Class programmes in Quebec primary schools: examining behavioural improvements in relation to student characteristics

Christine Lavoie; Caroline Couture; Jean-Yves Bégin; Line Massé

ABSTRACT Inspired by Nurture Groups, Kangaroo Class (KC) programmes have been gradually expanding in francophone schools throughout the Canadian Province of Quebec. These classes are designed for primary students with social, emotional and behavioural difficulties (SEBDs) and aim to provide children with a nurturing and predictable environment. To date, KC research data show only moderate improvements in attendees’ behaviour. The aim of this study is to differentiate the characteristics of children with a positive behavioural trajectory from those with a negative behavioural trajectory after 2 years of attending KC by examining the sample group in light of their prior educational history, family-specific factors and types of SEBDs. Results indicate that the primary school children whose behaviour improved after 2 years attending KC had entered the programme displaying higher levels of adjustment difficulties and a greater incidence of internalising behaviours in contrast to those whose behaviour deteriorated. These preliminary results, although obtained through a very small sample size, might warily suggest that when a KC admission choice must be made between a range of potential programme candidates, selecting children with internalising behaviours over those with externalising behaviours would likely lead to more effective outcomes.


Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education | 2012

Psychoeducation in Quebec: Past to Present

Jean-Yves Bégin; Jonathan Bluteau; Catherine Arseneault; Jocelyne Pronovost


Revue des sciences de l’éducation | 2016

Analyse de l’implantation d’un programme d’accompagnement des enseignants pour favoriser l’inclusion des adolescents présentant des troubles du comportement

Line Massé; Caroline Couture; Vanessa Levesque; Jean-Yves Bégin


Revue de psychoéducation | 2018

Portrait de la pratique évaluative des troubles du comportement des psychoéducateurs dans les écoles primaires au Québec

Jean-Yves Bégin; Line Massé; Caroline Couture; Madeleine Villeneuve


Éducation et francophonie | 2015

Stress des enseignants envers l’intégration des élèves présentant des troubles du comportement

Line Massé; Jean-Yves Bégin; Caroline Couture; Thomas Plouffe-Leboeuf; Myriam Beaulieu-Lessard; Jonathan Tremblay


Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education | 2012

Psychoeducation in Quebec: A Psychoeducational Interven-tion Method

Catherine Arseneault; Jean-Yves Bégin; Jonathan Bluteau; Jocelyne Pronovost


Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education | 2012

Psychoeducation in Quebec: An Overview of the Subject’s Adaptive and Therapeutic Process

Jonathan Bluteau; Catherine Arseneault; Jean-Yves Bégin; Jocelyne Pronovost


Communication présentée dans le cadre du Colloque de la Journée de la recherche | 2009

Indices de performance et validité de la version française du Boxall Profile

Jean-Yves Bégin; L. Touchette; Caroline Couture


Communication présentée dans le cadre de la 7th Hawaii International Conference on Education | 2009

Kangaroo classrooms, or when attachment theory inspires provision for children with emotional or behavioral problems

Caroline Couture; Jean-Yves Bégin

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Caroline Couture

Université du Québec à Trois-Rivières

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Line Massé

Université du Québec à Trois-Rivières

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Jonathan Bluteau

Université du Québec à Trois-Rivières

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Vanessa Levesque

Université du Québec à Trois-Rivières

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Christine Lavoie

Université du Québec à Trois-Rivières

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Jonathan Tremblay

Université du Québec à Trois-Rivières

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Madeleine Villeneuve

Université du Québec à Trois-Rivières

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Myriam Beaulieu-Lessard

Université du Québec à Trois-Rivières

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Thomas Plouffe-Leboeuf

Université du Québec à Trois-Rivières

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