Les Clés pour l'adolescence, un programme de promotion de la ...

This teacher also noted that Lion’s Quest helped the students to become more disciplined, both as
individuals and as a class, in resolving problem situations. In essence, they learned how to create a
climate of mutual support and cooperation within the classroom setting.
Shaping one’s ideas: self-expression
The teacher interviewed is of the view that several students developed the ability to make their ideas
and opinions known, as part of an overall improvement in self-expression. As an example, two of them
voiced their disagreement over situations they considered to be inappropriate on two separate
occasions. The teacher believes this behaviour is partly a result of Lion’s Quest and, at the same time,
partly rooted in a feeling of belonging to a community and knowing how to place problems in the
context of negative pressure that inevitably emanates from peers in the classroom.
According to one student, the program was beneficial in terms of assertiveness in the face of peer
pressure. Developing their ability to express themselves seems to be valuable with regard to social
pressure. “I found it really helpful, because knowing what that was I could understand it more and sort
of know if people were trying to peer pressure me into doing something, easier ways to say no.”
(Student 10)
On the hand, teens seem to be more prone to openly share a happy event rather than a disturbing
occurrence, reserving the latter for other young people in whom they have complete trust. In the
words of one student, “happy things are definitely easier to get out to anyone.” (Student 14)
It can be observed among the participants that sad situations were the most difficult to handle – more
so in terms of behaviour in general as opposed to specific events. The three most evident behaviours
shown by the participants took the form of isolation, confrontation, and reaching out for support. As
for isolation in particular, adolescents tend to become withdrawn and limit their level of social
interaction: “ I don’t really show it, I kinda just keep it to myself. If they talked to me, I’d be using like
short sentences.” (Student 11) One parent noted that his teen’s negative emotions led to a tendency to
remain in his room and be less involved in family life. (Parent 10)
Health and well-being
Changes were also noted in the students’ eating habits. One of them who used to visit McDonald’s
three times a week said she had not gone for quite some time, while another had switched from
drinking a lot of soft drinks to other alternatives. The teacher believed Skills for Adolescence had an
influence on this positive change. For him, “ Lion’s Quest [Skills for Adolescence] was part of a bigger
program and we sort of adapted it to what we felt the kids would respond to.” (Teacher)
Taking risks
The teacher did not feel he could comment on risk taking as the students rarely confide in him about
this issue. A change in behaviour is often noted during the transition from Grade 8 to Grade 9
(graduation from elementary/junior high to high school in the English-language school board). Although
most of the Grade 8 students had vowed they would never smoke, the teacher caught several of them
smoking once they had reached Grade 9. Nonetheless, it is evident that the efforts of the teachers and
the effects of the program do create an awareness among the students of the ill effects of certain risk