du comportement criminel pour évaluer les répercussions des expériences vécues pendant la petite enfance et l'adolescence sur les comportements à l'âge adulte. Dans la présente méta-analyse, trente-huit études prospectives et longitudinales répondaient aux critères de sélection. Elles portaient sur divers facteurs liés à la petite enfance et à la famille permettant peut-être de prédire la participation éventuelle à un délit ou un crime à l'âge adulte. Les principaux résultats révèlent que des prédicateurs dynamiques versus statiques sont liés à la participation éventuelle à la criminalité à l'âge adulte. Plus les enfants étaient âgés au moment où on a observé le prédicateur, plus leur tendance à commettre un délit à l'âge adulte était grande. Parmi les facteurs dynamiques, ceux observés chez les enfants et les adolescents qui ont obtenu la plus haute cote comprenaient une variété de composantes du comportement, notamment l'identification précoce de l'agression, des troubles de l'attention, de l'agitation et un besoin d'attention. Les composantes émotionnelles correspondant à la dépression, y compris le repli sur soi, l'anxiété, l'autodévalorisation et l'aliénation sociale, faisaient aussi parti du nombre. Il y avait aussi des descripteurs familiaux comme diverses stratégies parentales négatives, notamment les pratiques coercitives, les comportements autoritaires, le manque de supervision de l'enfant et la structure familiale, ou encore être témoin de violence, les conflits entre parents, certains facteurs de stress familiaux et le manque de communication. Les résultats obtenus sont passés en revue, de même que les stratégies de prévention relatives aux services ciblés qui influent sur la probabilité de voir chez les adultes des comportements antisociaux décelés durant leur jeunesse.

Violence against women (VAW) is a global social issue affecting health, social, and legal systems. VAW contributes to the inequities with respect to the social determinants of health that many women face today. The onus on self-care in the face of violence remains almost singularly with the victims. Access to information and services in support of women's health and safety is fundamental. However, research gaps exist regarding how women access health information across all stages of an abusive intimate relationship. Given the ubiquity of online access to information, the purpose of this scoping review was to provide an overview of online interventions available to women within the context of intimate partner violence (IPV). Research literature published between 2000 and 2016, inclusive, was reviewed: 11 interventions were identified. Findings suggest that online interventions focused on the act of leaving with less emphasis on the experiences that occur after a woman has left the relationship. In addition, the online interventions concentrated on the individual capacity of the survivor to leave an abusive relationship and demonstrated limited understanding of IPV in relation to the broader social-contextual factors. Findings from this research highlight information gaps for women who require significant support after leaving an abusive relationship.

Sixty-four Canadian educators from Southwestern Ontario took part in a 2-hr voluntary workshop about the emotional labor and consequences that may be experienced by educators. A focus on both burnout and teacher compassion fatigue (CF), an underresearched area with respect to Canadian educators, was taken. The current study hypothesized that this professional development would positively influence educators' knowledge, skills, and awareness regarding burnout, CF, and selfcare; furthermore, it was predicted there would be a positive correlation between burnout and CF. Results supported the efficacy of professional development and partial support was detected for the relationship between burnout and CF. Implications and future research are discussed.

The present study investigated the impact of motivational interviewing (MI) and stage of change on a self-report measure of global functioning (Outcome Questionnaire [OQ 45.2]). Participants were men mandated to attend the Responsible Choices for Men (RCM) group therapy program following an incident of domestic violence. The study design utilized a quasi-experimental between-groups comparison utilizing data collected at three time points (pregroup, first group session, and final group session). One group of mandated program attendees received two sessions of MI (n = 106), whereas the comparison group did not (n = 106). Stage of change was assessed using the URICA-G and the URICA-DV (University of Rhode Island Change Assessment--Domestic Violence). Multilevel growth modeling indicated that stage of change has a significant relationship to global functioning. Discussion focuses on the potential benefits of MI as a pregroup treatment and the importance of accounting for individual readiness to change.

The occurrence of interpersonal trauma is a reality for many women, with effects that often persist long after the traumatic events end. The purpose of this feminist grounded theory study was to examine how past trauma shaped the lives of women as they became new mothers. We recruited a purposive sample of 32 women from two Canadian communities and conducted semistructured, dialogic interviews during the second trimester of pregnancy. We analyzed data using thematic content analytic methods, including open coding whereby we read transcripts line by line and applied codes to portions of text that illustrated concepts or themes. The substantive grounded theory, “laboring to mother in the context of past trauma,” describes the exceedingly difficult emotional and cognitive work undertaken by pregnant women with histories of trauma as they anticipate becoming mothers. In this article, we present key components of the theory and offer recommendations for health and social service providers.

Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared.

The present study examines the effect of participation of first-year university students in a full-year peer mentoring program as well as individual differences in motivation in relation to outcome measures of retention and achievement. A sample of 983 first year students completed the Academic Motivation Inventory (Tremblay, 1998) and agreed to provide final grades; 537 students were randomly assigned to participate in the program, while the remainder served as a control group. Mentored students who continued to participate mid-way through the second semester had significantly higher final grades than did students in the control group. There was no effect on retention from year one to year two, however data are being collected on retention and grades for all groups for the length of their undergraduate careers. Students high in anxiety in the mentored group showed achievement comparable to that of low anxiety program participants, whereas students in the control group with high anxiety scored significantly worse on achievement than did their low anxiety counterparts.

This qualitative study examined motivation, support, and retention of foster parents in a child welfare agency in nine Canadian counties. Data from nine foster parent focus groups (54 participants) were categorized into themes for four structured questions. Results showed that the most frequent motivations for being foster parents were intrinsic, altruistic motivators of wanting to make a difference in children's lives and a desire to have children in the home. The most important supports and deficits in support from their agencies were emotional support, trust and good communication with workers, respect for foster parents' abilities and opinions, and being considered part of the child-care team. Strategies to increase retention of foster parents included improving supports for fostering, providing accurate information about the foster child, and introducing foster parents to the role gradually.