Les déclarations d’impôts personnels des Québécois pour l’année 1985 : qui les complète et à quel coût?

Ce texte examine les choix des contribuables du Québec, soit des individus ayant déposé des déclarations d’impôt sur le revenu pour 1985, qu’ils aient ou non payé de l’impôt, quant à la façon de compléter leurs déclarations d’impôt sur le revenu des particuliers et les coûts encourus à cette fin. Nous y utilisons des données recueillies par sondage à notre demande auprès d’un échantillon de 447 contribuables. Nos principaux résultats sont que les contribuables susceptibles d’être plus aptes à compléter eux-mêmes leurs déclarations d'impôt le font eux-mêmes, malgré le fait que la valeur de leur temps soit plus élevée, que les contribuables faisant face à une situation fiscale plus complexe sont moins susceptibles de compléter eux-mêmes leur rapport d’impôt et que les contribuables québécois ont des comportements et encourent des coûts similaires à ceux du Canada et, lorsque la comparaison est possible, à ceux des États-Unis.This paper examines the 1985 Québec taxpayers' choice as to how they completed their personal income tax returns, and quantifies the compliance costs thus incurred. The data used therein were collected at our request by surveying a représentative sample of 447 taxpayers. Our main results are: 1 ) taxpayers more capable of completing their own returns do so even though the value of their time is higher; 2) taxpayers faced with a more complex tax situation are less likely to prepare their own returns; and 3) Québec taxpayers have similar behaviors and costs to those of Canadians and, when the comparison is feasible, Americans as well

Stratégies d’adaptation et idéations suicidaires chez un groupe d’adolescentes ayant dévoilé une agression sexuelle

Une étude réalisée auprès de 52 adolescentes ayant été victimes d’agression sexuelle et provenant du Centre jeunesse de Montréal, du Centre jeunesse de la Montérégie et du Centre d’intervention en abus sexuel pour la famille de Gatineau (CIASF) a permis de documenter la prévalence des idéations suicidaires dans cet échantillon. L’objectif de cette étude était d’investiguer les stratégies d’adaptation utilisées par ces participantes pour faire face à l’agression sexuelle (recherche de soutien social, réévaluation positive / résolution de problèmes et évitement / distanciation). De plus, les liens existants entre les stratégies de coping et les idéations suicidaires ont été explorés. Les résultats indiquent que les adolescentes ayant été victimes d’agression sexuelle et ayant un désir suicidaire élevé se distinguent des victimes non suicidaires ou légèrement suicidaires, au niveau des stratégies d’adaptation employées pour faire face à l’agression sexuelle vécue. Finalement, l’implication de ces résultats en matière d’intervention est abordée afin d’orienter les pratiques des intervenants côtoyant des adolescentes présentant une double problématique (agression sexuelle et idéations suicidaires).Fifty-two female sexual abuse victims aged 12 to 17 years old were interviewed as part of a research project. They were recruited in three different settings : Centre jeunesse de Montreal, Centre jeunesse de la Montérégie and Centre d’intervention en abus sexuel pour la famille (CIASF) in Gatineau. The aim of the project was to document the prevalence of suicidal ideations in the sample and to explore the coping strategies (seeking social support, problem-solving and avoidance/distanciation) used by participants to face the sexual abuse. Moreover, the relationship between coping strategies and the presence/absence of suicidal ideations was investigated. Results indicate that sexually abused adolescents who present high suicidal intent differ from non-suicidal or low intent suicidal participants with regards to coping strategies used to face the sexual abuse. Finally, in light of the results, therapeutic implications are discussed to guide clinical workers who intervene with teenagers displaying this double problem (sexual abuse and suicidal thoughts)

Training needs in dating violence prevention among school staff in Québec, Canada

IntroductionSchool staff play a central role in youth sexual health education (SHE), making them critical actors in dating violence (DV) prevention initiatives. However, since most school staff do not benefit from specific training on SHE, they often report feeling challenged in their roles as sex educators. The mention of a lack of self-efficacy to prevent DV is a concern as self-efficacy is associated with the motivation of adopting new behaviors. To optimize the scope of actions used to prevent DV, the SPARX program team sought to identify priority training needs using a mixed-methods design.MethodsIn the quantitative component of this study, 108 school staff completed an online survey regarding their sense of ease, self-efficacy and barriers faced in regard to DV prevention. For the qualitative component, 15 school staff participated in an individual semi-structured interview, sharing their experiences preventing DV. Descriptive analyses were conducted on the survey data, while direct content analysis using the self-efficacy theory concept was conducted on the interviews.ResultsTo feel confident, school staff members need to learn about DV and healthy relationships and clarify their role in DV prevention. Turnkey activities, preformulated answers to adolescents’ questions, and strategies to reassure reluctant parents can strengthen staff’s sense of self-efficacy. Members of the school staff also want to feel supported and encouraged by their colleagues and school administration in their efforts to prevent DV.DiscussionThe results highlight the importance of providing training beyond acquisition of knowledge, which can improve attitudes toward DV prevention and a sense of self-efficacy used to transmit content and intervention

Évaluation d’un programme national de maternelle en milieux défavorisés

Cette étude examine le rendement scolaire et l’adaptation sociale de 10 369 élèves inscrits à un programme de maternelle à plein temps ou à demi‐temps. Les résultats scolaires des élèves issus de milieux économiquement faibles sont comparés à la fin de la 1re année du primaire. Les analyses montrent qu’au‐delà des facteurs personnels qui peuvent influencer la réussite à l’école, la fréquentation de la maternelle à plein temps ne permet ni un meilleur rendement scolaire ni une meilleure adaptation sociale de ces élèves. Mots clés : rendement scolaire, adaptation sociale, évaluation de programmes, préscolaire This study examines the school performance and social adaptation of 10 369 children who completed either a full time or a half‐time senior kindergarten program. First grade academic results and social adaptation of children are measured. Results indicate that beyond the influence of personal characteristics, children from disadvantaged neighborhoods in full time program do not perform better and they do not show a higher level of social adaptation. Key words: school performance, social adaptation, program evaluation, kindergarten

Résultats de l’évaluation des effets d’un programme de prévention des agressions à caractère sexuel auprès d’élèves de secondaire III au cours de sa phase pilot

This study presents the results of a pilot evaluative study of a new sexual violence prevention program designed for high school students. This evaluation is based on a pre-experimental pre-test/post-test design from a sample of 167 high school youths who participated in the classroom workshops. Results show that following their participation in the program, they improved their knowledge, attitudes, protective and supportive skills, and self-efficacy toward sexual violence. This study identifies positive effects following the participation in this program and helps optimize sexual violence prevention initiatives targeting youth. Keywords: sex education, prevention, sexual violence, program evaluation, adolescenceCette étude expose les résultats de l’évaluation des effets d’un nouveau programme de prévention de la violence sexuelle chez des jeunes de secondaire III au cours de sa phase pilote. Cette évaluation repose sur un devis préexpérimental prétest/post-test, auprès d’un échantillon de 167 élèves ayant participé aux ateliers en classe. Les résultats révèlent qu’après leur participation au programme, les élèves améliorent leurs connaissances, leurs attitudes, leurs habiletés préventives et de soutien, et leur sentiment d’autoefficacité. Cette étude cerne des effets favorables à la participation au programme et contribue à l’optimisation des pratiques préventives offertes aux jeunes en matière de violence sexuelle. Mots-clés : éducation à la sexualité, prévention, violence sexuelle, évaluation de programme, adolescenc

Proximate effects of a child sexual abuse prevention program in elementary school children૾,૾૾

Abstract Objective: The effects of the sexual child abuse prevention program ESPACE were evaluated by means of a Solomon-type design with first and third grade children. ESPACE is an adaptation of the American Child Assault Prevention Program (CAP). Possible side effects of the program were also examined. Method: A total of 133 children (64 first-graders and 69 third-graders) participated in the study. Children completed a knowledge questionnaire and a video vignette measure designed to evaluate preventive skills towards abusive and potentially abusive situations. A follow-up measure (2 months) was administered to verify whether knowledge and skills were maintained. Results: Results indicated that children participating in the prevention program showed greater preventive knowledge and skills relative to children not participating. Follow-up data showed that knowledge gains were maintained while the preventive skill gains may attenuate. However, while global skill scores decreased between post-test and follow-up, children still showed greater preventive skills at follow-up than before the program. In terms of unanticipated side effects, results revealed that almost half of the parents noted positive reactions following children's participation in the ESPACE program. Furthermore, the majority of parents did not identify negative reactions in their children following their participation in the workshop. Conclusion: The findings suggest that the Quebec adaptation of the CAP program was effective in ૾This research was funded by grants from the Conseil québécois de la recherche sociale and the Fonds de services aux collectivités of the province of Québec. ૾૾Information regarding the ESPACE program may be obtained by contacting the Regroupement des organismes ESPACE du Québec, 59 Monfette, Local 235, Victoriaville, Québec, Canada, G6P 1J8. * Corresponding author. Pergamo

Buying and selling sex in Quebec adolescents: a study of risk and protective factors

Abstract This study examined the exchange of sexual services for compensation (e.g., money, drugs, alcohol) in high school students. The sale of sex in young people from nonclinical samples has been the subject of recent studies, but buying such services has received far less attention. This study described these two phenomena and associated factors within a nonclinical sample of 815 high school students (M = 15.86 years) from Québec. According to our results, 3% of these youth reported having bought and 4% reported having sold such services in their lifetime. More girls were involved in selling sexual services and more boys were involved in buying them. Young people generally disapproved of prostitution. Logistic regressions revealed that attitudes in support of prostitution, history of sexual abuse, casual sex, and the number of stressful life events were related to the sale of sex. Furthermore, observing sexualized social activities and exhibiting approving attitudes towards prostitution were associated with buying sexual services

Enquête sur la collaboration famille-école

Les études sur la prévention de l’échec scolaire démontrent que la collaboration famille- école influence positivement la réussite scolaire. La présente enquête, menée auprès de 630 enseignants et 957 parents québécois, a pour but de connaître les pratiques, les atti- tudes, les besoins et les attentes sur le sujet. Les résultats révèlent que les parents sont satisfaits des informations provenant de l’école, mais souhaitent plus d’information sur les programmes et le matériel. Ils désirent collaborer avec l’école et se disent disponibles pour aider aux travaux scolaires et suivre une formation à cet égard, surtout lors des pre- mières années scolaires. D’autre part, les enseignants surestiment le degré de satisfaction des parents concernant l’information provenant de l’école et voient moins la nécessité des réunions d’information. Ils croient en la collaboration, mais leur disponibilité est limitée pour les activités hors classe. Ils croient eux aussi dans la pertinence d’une formation pour les parents. Research shows that school-family collaboration reduces the likelihood of failure in school. Our Quebec study of 630 teachers and 957 parents examines practices, attitudes, needs, and expectations concerning failure/success. Although parents are satisfied with the information schools provide, they would like to know more about curricula and material arrangements. They say they want to cooperate with the school, to help with schoolwork, and — especially in primary school — to receive training in order to do this collaborative work. Teachers meanwhile overestimate parent satisfaction about schools’ provision of information, and underplay the nedd for parent-teacher conferences. They believe in colla- boration, but limit their after-school work time. They, too, think parental training would be helpful.

Les activités sociales sexualisées (ASS) : une forme de violence sexuelle ? Contexte et conséquences

Subventions du Conseil de la recherche en sciences humaines du Canada (CRSH) et du FQRSC