OBJECTIVES: Study results on child maltreatment based on general population samples cannot be extrapolated with confidence to vulnerable immigrant or refugee families because of the specific characteristics and needs of these families. The aims of this paper are 1) to conduct an evidence review of the prevalence, risk factors and protective factors for child maltreatment in immigrant and refugee populations, and 2) to integrate the evidence in an analytical ecosystemic framework that would guide future research.
METHODS:We used a 14-step process based on guidelines from Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Canadian Collaboration for Immigrant and Refugee Health. We searched major databases from "the oldest date available to July 2014". The eligibility criteria for paper selection included qualitative or quantitative methodologies; papers written in English or French; papers that describe, assess or review prevalence, risk and protection factors for child maltreatment; and a studied population of immigrants or refugees.SYNTHESIS: Twenty-four articles met the criteria for eligibility. The results do not provide evidence that immigrant or refugee children are at higher risk of child maltreatment. However, recently settled immigrants and refugees experience specific risk factors related to their immigration status and to the challenges of settlement in a new country, which may result in high risk of maltreatment.CONCLUSION: Future research must incorporate more immigrant and refugee samples as well as examine, within an ecosystemic framework, the interaction between migratory and cultural factors with regard to the prevalence, consequences and treatment of child maltreatment for the targeted groups.KEY WORDS: Review; child maltreatment; immigrants; refugees; risk factors; ecosystemic model La traduction du résumé se trouve à la fin de l'article. Une traduction de l'article en entier est disponible sur le site web comme un fichier supplémentaire dans la section "OUTILS DE L'ARTICLE". C hild maltreatment is a worldwide public health concern that is associated with numerous and severe, short-and long-term health and developmental consequences for children.1,2 It is also accompanied by important social and economic costs. 1 Child maltreatment consists of neglect and/or physical, sexual and psychological abuse, including exposure to intimate partner violence. Over the past two decades, increased attention has been given to culture and ethnicity in the field of child maltreatment. Studies and reviews based on ethnic minority samples have certainly been crucial and are highly informative for the promotion of more culturally sensitive practices. However, generalizing their results may be not only inappropriate but also inequitable for immigrant (first and second generations) and refugee populations, as they do not take into account the specific characteristics (e.g., migratory and settlement conditions) and needs of these groups.2,3 Although Western countries, and particularly t...
Dans une formation professionnalisante, les stages et leur supervision permettent de développer des compétences professionnelles. En psychoéducation, le développement du savoir-être est considéré comme un vecteur important de l’acquisition de compétences professionnelles. Basé sur les principes du modèle théorique d’apprentissage et d’enseignement contextualisés et authentiques (AECA), un projet d’innovation pédagogique mené à l’École de psychoéducation de l’Université de Montréal a permis de mettre à l’essai des pédagogies actives visant le développement du savoir-être en contexte de stage et de supervision. Par le récit critique de cette démarche, l’article rend compte de l’expérience menée auprès d’un groupe de 12 stagiaires en deuxième année de baccalauréat en psychoéducation. Trois sources ont permis de cerner leurs perceptions quant à la pertinence et l’efficacité des modalités d’encadrement, de supervision et des pédagogies actives (discussions, analyse de cas et pédagogie par projets) mises en place, ainsi que la vérification de la cohérence entre le nouveau dispositif de stage et le modèle AECA : 1) un groupe de discussion, 2) un sondage en ligne et 3) les productions étudiantes. Les réponses aux questions à échelle du sondage ont été soumises à des analyses statistiques descriptives; une analyse thématique a été réalisée sur les contenus narratifs. Les résultats indiquent que les pédagogies actives favorisent la mobilisation du savoir-être chez les stagiaires et que la prise en compte de l’AECA peut soutenir l’enseignement en psychoéducation, ainsi qu’ultimemement l’apprentissage des étudiants. Les pédagogies actives du projet sont maintenant intégrées au stage de 2
e
année du baccalauréat et un guide pédagogique a été créé afin de rendre explicites les pédagogies favorables au développement du savoir-être.
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