Ressources

Cann, F. R., Riedel-Prabhakar, R., & Powell, D. (2021). A Model of Positive School Leadership to Improve Teacher Wellbeing. International Journal of Applied Positive Psychology, 6, 195-218. https://doi.org/10.1007/s41042-020-00045-5

McMahon, S. D., Peist, E., Davis, J. O., McConnell, E., Reaves, S., Reddy, L. A., Anderman, E. M., & Espelage, D. L. (2020). Addressing violence against teachers: A social‐ecological analysis of teachers’ perspectives. Psychology in the Schools, 57(7), 1040-1056. doi.org/10.1002/pits.22382

Schonert-Reichl, K. A. (2019). Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon, Educational Psychologist, 54(3), 222-232

Bokkel, I.A. ten, Stoltz, S.E.M.J., Berg, Y.H.M. van den, Orobio de Castro, B., Colpin, H. (2020). Speak up or stay silent: can teacher responses towards bullying predict victimized students’ disclosure of victimization? European Journal of Developmental Psychology, 1-17. https://doi.org/10.1080/17405629.2020.1863211

Cartaut, S. & Blaya, C. (2020). Climat scolaire et satisfaction professionnelle des enseignants : un enjeu pour la qualité « du vivre et travailler ensemble ». Revue Suisse des Sciences de l’Éducation, 42(3).

Chuang, C.-c., Reinke, W. M., & Herman, K. C. (2020). Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors. School Psychology. 1-10. Advance online publication. http://dx.doi.org/10.1037/spq0000351

Song, W., Qian, X., & Goodnight, B. (2019). Examining the roles of parents and community involvement and prevention programs in reducing school violence. Journal of School Violence, 18(3), 403-420.

Gaudreau, N., Bernier, V., Massé, L., Bégin, J.-Y., Nadeau, M.-F. et Verret, C. (2022). Le soutien à l’autodétermination : un appui à la participation des élèves présentant des difficultés comportementales dans l’établissement de leur plan d’intervention. Journal International du CRIRES, 6(1), 73-91. DOI : https://doi.org/10.51657/ric.v6i1.51443

Goyette, N., Martineau, S., Gagnon, B., & Bazinet, J. (2020). Les effets d'une approche pédagogique préconisant la psychopédagogie du bienêtre sur la réussite éducative d'élèves du primaire. Revue hybride de l'éducation, 4 (4), 1-23. https://www.erudit.org/fr/revues/rhe/2020-v4-n4-rhe05677/1073624ar/

León Moreno, C., Musitu Ochoa, G., Cañas Pardo, E., Estévez Lopez, E., & Callejas Jerónimo, J. E. (2021). Relationship between school integration, psychosocial adjustment and cyber-aggression among adolescents. International journal of environmental research and public health, 18(1), 108. doi.org/10.3390/ijerph18010108

Beaumont, C. et Garcia, N. (2020). L’apprentissage socioémotionnel à l’école primaire : compétences attendues des enseignants et formation initiale. Recherche en éducation, 41, p. 60 – 73.

Stives, K. L., May, D. C., Pilkinton, M., Bethel, C. L., & Eakin, D. K. (2019). Strategies to combat bullying: parental responses to bullies, bystanders, and victims. Youth & Society, 51(3), 358-376

McCallum, F. (2021). Teacher and Staff Wellbeing: Understanding the Experiences of School Staff, dans M. L. Kern et M. L. Wehmeyer (dir.), The Palgrave Handbook of Positive Education. https://doi.org/10.1007/978-3-030-64537-3_28

Moon, B., Saw, G., & McCluskey, J. (2020). Teacher victimization and turnover: focusing on different types and multiple victimization. Journal of School Violence, 19(3), 406-420. https://doi.org/10.1080/15388220.2020.1725529

López, V., Benbenishty, R., Astor, R. A., Ascorra, P., & González, L. (2020). Teachers Victimizing Students: Contributions of Student-to-Teacher Victimization, Peer Victimization, School Safety, and School Climate in Chile. The American journal of orthopsychiatry, 90(4), 432-444. https://doi.org/10.1037/ort0000445

Burić, I. & Moè, A. (2020) What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 1-10. doi.org/10.1016/j.tate.2019.103008