La santé mentale des étudiants : mieux prendre la mesure et considérer les enjeux

Abstract

2 L'Encéphale xxx (xxxx) xxx-xxx so it is with the period of time studied being considered that may vary, both leading to consequences such as the differences observed in prevalence. Other biases should also be considered such as the age of the participants, the gender, the size of the sample, the response rate, the method of assessment and recruitment. Finally, it is necessary to question the assumptions and models used concerning the causes of psychic pathologies. Biological hypotheses on the origin of depression involve genetics and inflammation, but sociological and psychological factors must also be considered as well as the underlying complexity both in their nature and interactions at different structural levels of space and time. We should avoid drifting towards a biological or a sociological reductionism and move forward through complex systems approaches and models. With regard to student mental health in France, unfortunately, quality data are still lacking, and existing studies are difficult to compare as some may also have methodological issues. This article leads to the conclusion that there is a need for policies to assess student mental health at both local and national levels with a reflexional thinking on the tools and scales to use as measurements of these phenomena. This approach does not require being too assertive, but should have full transparency on the way the measures were designed and obtained. Measures are as much needed as are the needs for coordinated prevention and care in mental health.

Les modalités d’évaluation des apprentissages à l’enseignement supérieur : L’apport de la conception universelle de l’apprentissage (CUA) dans un contexte inclusif d’enseignement à distance

“…La pandémie mondiale de COVID-19 aura, en 2020, forcé la population universitaire à s'adapter rapidement à de nouvelles modalités d'enseignement, d'apprentissage et d'évaluation. Les enjeux de détresse psychologique (Morvan et Frajerman, 2021;Roux et al, 2021), de conciliation télétravail/étudesfamille, ainsi que de plagiat lors d'examens traditionnels en ligne (Béland et al, 2021) ont soulevé des défis importants pour une formation de qualité, ce qui a amené les formateurs universitaires à se questionner sur leurs pratiques évaluatives (Detroz et al, 2020). En outre, Navarro (2012) et Rizvi (2018) remettent en question les pratiques pédagogiques traditionnelles en mettant en évidence la problématique de l'équité en évaluation compte tenu des besoins variés de la population étudiante, susceptible d'être palliée par des pratiques inclusives qui, comme l'ajoute La Grenade (2017, p. 38), s'adressent à l'ensemble de la diversité et non seulement aux étudiants en situation de handicap.…”

Psychological Impacts of the COVID-19 Pandemic Among Portuguese and Swiss Higher-Education Students: Protocol for a Mixed Methods Study

“…Moreover, this population, mostly between the ages of 18 and 25 years, is a particularly at-risk population [31], open to very significant consequences, both psychological (ie, mental health) and social (ie, educational attainment). However, not all students suffer from psychological difficulties.…”

“…The eight items are as follows: [45]. The total depression subscale score was divided into scores for normal depression (0-9), mild depression (10-12), moderate depression (13)(14)(15)(16)(17)(18)(19)(20), severe depression (21)(22)(23)(24)(25)(26)(27), and extremely severe depression (28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42). The total anxiety subscale score was divided into five score categories: normal (0-6), mild anxiety (7-9), moderate anxiety (10-14), severe anxiety (15)(16)(17)(18)(19), and extremely severe anxiety .…”

“…The total anxiety subscale score was divided into five score categories: normal (0-6), mild anxiety (7-9), moderate anxiety (10-14), severe anxiety (15)(16)(17)(18)(19), and extremely severe anxiety . The total stress subscale score was divided into scores for normal stress (0-10), mild stress (11)(12)(13)(14)(15)(16)(17)(18), moderate stress (19)(20)(21)(22)(23)(24)(25)(26), severe stress (27)(28)(29)(30)(31)(32)(33)(34), and extremely severe stress (35)(36)(37)(38)(39)(40)(41)(42). The DASS-21 has been shown to be a reliable and valid measure for assessing the mental health of the Portuguese-speaking [46] and French-speaking [47] populations.…”

Linking theory and practice in teacher training: pandemic lessons from three countries (Russia, Kazakhstan and Slovakia)

“…L'enseignant se voit aujourd'hui chargé de tâches socialement significatives (Babenko et al, 2017) : il agit comme intermédiaire actif entre les acteurs du processus éducatif, notamment la famille, l'établissement scolaire et les autorités éducatives. Dans le domaine de l'activité des pédagogues, des problèmes d'organisation se posent lorsqu'il s'agit de fournir aux étudiants des moyens d'apprentissage en ligne, d'offrir un soutien aux parents d'élèves ainsi que des conseils en ce qui concerne l'aide aux enfants dans le cadre de l'apprentissage à distance, de réaliser les activités de mentorat (Usak , Masalimova, 2019), ou d'assurer le confort psychologique des étudiants en cas de pandémie (Morvan , Frajerman, 2021). En plus des tâches socialement significatives, le professeur de FLE doit couvrir des objectifs méthodologiques professionnellement significatifs.…”