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It's very difficult to get respite out here at the moment' : Australian findings on end-of-life care for Indigenous peopleWhilst access to respite care has been found to represent an important source of support for terminally ill patients and their families, the availability of these services to Indigenous Australians has to date remained undocumented. This potential need for respite in Indigenous communities was explored as part of a National Health and Medical Research Council (NH&MRC) funded study designed to develop an innovative model for Indigenous palliative care. The data needed for model development were collected through a series of open-ended, qualitative interviews conducted with a cross-section of consumers and health professionals within the Northern Territory, Australia. The findings reflected a serious need for Indigenous respite services, coupled with a severe deficiency in the present availability of these services, especially within rural and regional areas. This lack of local respite services was documented to be negatively impacting upon the ability of carers to fulfil their caring duties and was found placing undue physical, emotional and economic stress upon carers, patients and their families. Furthermore, the lack of access to local respite services documented was found to be forcing rural and regional patients to relocate to metropolitan areas away from the family, community and land to which strong ties are held. The lack of Indigenous respite services was also found to obstruct patients’ and carers’ wishes for death to occur in the local community, rather than in far away cities. Significant obstacles were found to be hindering the provision of respite care to Indigenous Australians, namely beliefs about families looking after their own, resource restrictions, limited staff availability in local areas, as well as problems associated with hostel use in metropolitan areas. The conclusions drawn from this study suggest the importance of tackling the obstacles preventing local respite services being established in areas close to where patients and carers live.
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SATISFACTION DES ENSEIGNANTS-RESSOURCES À L’ÉGARD DES RÔLES ET DES FONCTIONS POUR SOUTENIR LA RÉUSSITE DES ÉLÈVES À RISQUE, EN DIFFICULTÉ D’ADAPTATION OU D’APPRENTISSAGELa fonction d’enseignant-ressource existe depuis 12 ans au Québec et aucun état des lieux n’a été réalisé à ce jour. Afin de brosser un portrait de cette fonction, un questionnaire de 21 questions a été envoyé dans les écoles secondaires francophones du Québec. L’objectif était de mieux connaitre les rôles et fonctions des enseignants-ressources et de déterminer l’état de leur satisfaction notamment au regard de l’aide à apporter aux élèves à risque, en difficulté d’adaptation ou d’apprentissage (EDAA) et à leurs enseignants. Au total, 164 enseignants-ressources ont répondus au questionnaire. Les résultats d’analyses de contenu montrent qu’ils sont assez satisfaits de leur tâche. Des défis de collaboration avec l’enseignant de la classe et d’efficacité d’interventions auprès des élèves demeurent. SATISFACTION OF RESOURCE TEACHERS ABOUT THEIR ROLES AND FUNCTIONS WHEN THEY SUPPORT THE SUCCESS OF AT-RISK AND SPECIAL NEEDS STUDENTS The role of the resource teacher has existed for 12 years in Quebec and no situational analysis has been completed to date. To provide a portrait of this role, a 21-question questionnaire was sent to Quebec’s francophone high schools. The objective was to better understand the roles and functions of resource teachers and to determine their state of satisfaction, particularly with regard to helping at-risk students, those with special needs, and their teachers. A total of 164 resource teachers responded to the questionnaire. Content analysis results show that they are quite satisfied with their task. Collaborative challenges with classroom teachers and effective student interventions remain.
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LA RELATION DE CONFIANCE MAÎTRE-ÉLÈVE : PERCEPTION D'ÉLÈVES AYANT DES DIFFICULTÉS SCOLAIRESRÉSUMÉ.. La qualité de la relation maître-élève est de plus en plus souvent nommée comme facteur contribuant à la persévérance scolaire. Dans le cadre d’une étude, nous avons choisi de porter un regard particulier sur les relations maître-élève du point de vue des élèves ayant des difficultés scolaires importantes, exclus des cheminements scolaires ordinaires. Comment se construit la relation de confiance entre un enseignant et un élève vivant des difficultés scolaires importantes? Comment ces jeunes définissent-ils la confiance? Cet article présente les résultats d’une étude qualitative portant sur les perceptions des jeunes exclus des classes ordinaires relativement à la construction du lien de confiance maître-élève. Les résultats s’articulent autour de quatre grandes thématiques : la définition de la confiance; la création du lien de confiance; l’importance de la confiance; le portrait d’un enseignant de confiance. Les résultats révèlent des attentes de respect, de réciprocité et de méritocratie chez les élèves. De plus, l’étude met en évidence l’importance de la confiance en soi avant d’être en mesure de faire confiance à l’autre. THE TEACHER-STUDENT RELATIONSHIP OF TRUST: STUDENTS WITH ACADEMIC DIFFICULTIES AND THEIR PERCEPTIONS ABSTRACT. The quality of the relationship between students and teachers is increasingly identified as having a positive impact on academic perseverance. In this study, we chose to focus specifically on student-teacher relationships as perceived by students with considerable academic difficulties, students excluded from regular school pathways. How is the relationship of trust between a teacher and a student with considerable academic difficulties created? How do these youths define trust? This article presents the results of a qualitative study of the perceptions of students excluded from regular classrooms regarding the creation of a relationship of trust between students and teachers. The results are structured around four main themes: the definition of trust, the creation of a relationship of trust, the importance of trust, the description of a trustworthy teacher. The results show that students expect respect, reciprocity, and meritocracy. Also, the study underlines the importance of having self-confidence before being able to trust another person.