COUV ACTES - Psychologie communautaire

Community Psychology: Common Values, Diverse PracticesResearch confirms that family and school represent the most significant micro-systems for adolescents. Inparticular, higher levels of agreement between home and school reflect higher East Europe adolescents’wellbeing. Italian and South America boys refer that other relational dimensions as friends or teachers’ supportare more salient to define their general health.Finally, the sense of efficacy perceived by teachers links with the perception of a positive relationship based onmutual trust between school and family.ReferencesAdams K. S., & Sandra L. C. (2000), Trust and the family–school relationship examination of parent–teacherdifferences in elementary and secondary grades, Journal of School Psychology, 38(5), 477–497.Arunkumar R., Midgley C., & Urdan T. (1999), Perceiving high or low home/school dissonance: Longitudinaleffects on adolescent emotional and academic well-being, Journal of Research on Adolescence, 4, 441–466.Bru E., Murberg T.A., & Stephens P. (2001), Social support, negative life events and pupils misbehaviour amongyoung Norwegian adolescents, Journal of Adolescence, 24, 715-727.Christenson S. L., & Sheridan S. M. (2001), Schools and families, The Guildford Press, New York.Crosnoe R., & Elder G. H. Jr. (2004), Family dynamics, supportive relationships and educational resilience duringadolescence, Journal of Family Issues, 25(5), 571-602.Goldberg D., & Williams P. (1988), A users guide to the General Health Questionnaire, Windsor, NFER-Nelson.Liebkind K., & Jasinskaja-Lahti I. (2000), The influence of experiences of discrimination on psychological stress:A comparison of seven immigrant groups, Journal of Community and Applied Social Psychology, 10(1), 1-16.Midgley C. M., Maehr L., Hruda L. Z., Anderman E., Anderman L., Freeman K. E., Gheen M., Kaplan A., KumarR., Middleton M. J., Nelson J., Roeser R., & Urdan T. (2000), Manual for the Patterns of Adaptive LearningScales, University of Michigan, Michigan.Procidano M. E., & Heller K. (1983), Measures of perceived social support from friends and from family: threevalidation studies, American Journal of Community Psychology, 2, 1, 1-24.Rigby K., Slee P. T., & Martin G. (2007), Implications of inadequate parental bonding and peer victimization foradolescent mental health, Journal of Adolescence, 30(5), 801-812.Ryan A. M., & Patrick H. (2001), The classroom social environment and changes in adolescents’ motivation andengagement during middle school, American Educational Research Journal, 38, 437-460.Sabatier C. (2008), Ethnic and national identity among second-generation immigrant adolescents in France: Therole of social context and family, Journal of Adolescence, 31(2), 185-205.Sam D. L., & Virta E. (2003), Intergenerational value discrepancies in immigrant and host-national families andtheir impact on psychological adaptation, Journal of Adolescence, 26(2), 213–231.Seitsinger A. M., Felner R. D. , Brand S., & Burns A. (2008), A large-scale examination of the nature and efficacyof teachers' practices to engage parents: Assessment, parental contact, and student-level impact, Journal ofSchool Psychology, 46(4), 477-505.Suárez-Orozco C., Suárez-Orozco M., & Todorova I. (2007), Learning in a new land: Immigrant students inAmerican society, Harvard University Press, Harvard.Torsheim T., Wold B., & Samdal O. (2000), The teacher and classmate support scale: factor structure, test-retestreliability and validity in samples of 13 and 15 Year-old adolescents, School Psychology International, 21, 195–212.Tschannen-Moran M., & Woolfolk Hoy A. (2001), Teacher efficacy capturing an elusive construct, Teaching andTeacher Education, 17, 783-805.307