Le développement des talents n'est plus une option

Efforts de coaching ciblés conduisant à des résultats organisationnels.

Afin de renforcer l'organisation que vous souhaitez avec une prise convaincante sur l'avenir - que ce soit dans le secteur public ou privé - vous devez attirer les talents et construire l'équipe de gestion dont vous avez besoin. Cela nécessite également un investissement dans la croissance de vos talents grâce à l'encadrement et à la formation. C'est pourquoi un engagement envers l'entraînement et le développement est essentiel pour tous les dirigeants, ou leader potentiel, dans votre organisation.

Les personnes font prospérer votre entreprise. Seulement en investissant dans le développement stratégique des talents dont vous avez besoin maintenant et à l'avenir votre organisation réussira-t-elle et se classera-t-elle parmi les meilleures. Ce développement est le mieux atteint par des efforts d'accompagnement ciblés à tous les niveaux de l'organisation.

Le changement dans toute organisation est inévitable.

Les leaders au sein de votre organisation sont-ils prêts pour le changement ? Sont-ils aptes à apprendre et à s'adapter rapidement ? Les leaders de demain veulent apprendre, se développer et se perfectionner. Les employés, les gestionnaires et les cadres ont besoin que leur organisation favorise cette croissance. Chaque organisation, si elle veut réussir, doit former des leaders polyvalents - avec des compétences transférables, de solides compétences interpersonnelles et une volonté d'atteindre et de dépasser les objectifs organisationnels.

Analyse G.A.P.S.

Avez-vous un plan pour amener votre organisation là où elle veut être ? Avez-vous une idée des résultats que vous recherchez et des compétences de base que vos dirigeants doivent posséder pour mieux obtenir ces résultats ? Est-ce qu'ils montrent actuellement ces compétences à un degré suffisant pour atteindre les résultats escomptés ?

Talent Development is No Longer an Option

Targeted Coaching Efforts Leading to Organizational Results.

In order to build the organization you want with a compelling hold on the future — whether it's in the public or private sector — you have to attract talent and build the management team you need. It also requires an investment in the growth of your talent through coaching and training. This is why a commitment to coaching and development is key for every leader, or potential leader, in your organization.

Individuals make your organization prosper. Only by investing in strategically developing the talent you require now and in the future will your organization become successful and a top-player. This development is best attained through targeted coaching efforts at all levels within the organization.

Change in any organization is inevitable.

Are the leaders within your organization ready for change? Are they learning and adapting quickly? The leaders of tomorrow want to learn, to develop and to grow. Employees, managers and executives need their organization to foster this growth. Every organization, if it wants to succeed, needs to build versatile leaders — ones with transferable competencies, strong interpersonal skills and a drive to meet and surpass organizational goals.

G.A.P.S. Analysis

Do you have a game plan in order to get your organization to where it wants to be? Do you have a grasp on the outcomes you seek and what core competencies your leaders need to best achieve these outcomes? Do they currently demonstrate these competencies to a sufficient degree to achieve the expected results?

The ABCs of learning disabilities

What are learning disabilities?

As defined by Learning Disabilities Association of Canada (LDAC): "Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency."

Psychology Today states that: "Learning disabilities affect one's ability to interpret what one sees and hears, or to link information from different parts of the brain."

Are learning disabilities common?

One in 10 Canadians has a learning disability, according to the Learning Disabilities Association of Canada. Men and women were nearly equally as likely to report having a learning condition (52.0% versus 48.0%).

In 2001, according to the Participation and Activity Limitations Survey, it was estimated that 155,000 Canadian children between the ages of 5 and 14, or 4% of all children in this age group, had some form of activity limitation (although figures vary from province to province). And, according to Stats Canada, approximately 631,000 (2.5%) Canadians aged 15 years and older reported having a learning limitation in 2006.

What are some types of learning disabilities?

These include ADD/ADHD (Attention Deficit Disorder and Attention Deficit Hyperactive Disorder), Asperger Syndrome (a form of autism), Dyscalculia (an inability to conceptualize numbers), Dyslexia (problems with reading, spelling and writing), Dyspraxia (clumsiness, poor balance), Epilepsy (chronic neurological disorder that is characterized by recurrent seizures), High Functioning Autism, and ME (Chronic Fatigue Syndrome), among others.

Vous êtes à la recherche d’un neuropsychologue dans la région de Gatineau / Ottawa ?

Hé bien, vous êtes au bon endroit.

Les Psychologues consultants Y2 (PCY2), une firme innovatrice de consultation psychologique dans la Région de la capitale nationale (RCN) au cours des 12 dernières années, offrent une gamme complète de services neuropsychologiques tant aux enfants qu'aux adultes, y compris des évaluations neuropsychologiques au moyen de méthodes / d'outils d'évaluation à la fine pointe afin d'effectuer un diagnostic précis et de bien cibler les soins afin d'assurer un suivi de qualité.

Quels sont certains des défis neuropsychologiques communs auxquels vous ou vos êtres chers pourriez faire face ?

Ceux-ci pourraient inclure des difficultés d'apprentissage et des retards de développement, des troubles de l'attention et l'hyperactivité, des problèmes de concentration et de mémoire, de maladies neurologiques dégénératives, des difficultés en lecture, en écriture et en mathématiques dans le milieu académique ou le milieu de travail.

Nos évaluations neuropsychologiques et services connexes sont offerts aux clients du secteur public aussi bien que du secteur privé (y compris les enfants, les adolescents, les adultes et les aînés) confrontés à des troubles d'apprentissage, des troubles de la parole et du langage, des troubles d'attention / d'hyperactivité / d'impulsivité et d'autres troubles neurologiques (troubles du système nerveux). Les services sont disponibles en anglais et en français.

Looking for a neuropsychologist in the Gatineau/Ottawa area?

Well, you've started in the right place.

Y2 Consulting Psychologists (Y2CP), an innovative psychological consulting firm in the National Capital Region (NCR) for the past 12 years, provides a full range of neuropsychological services to both children and adults, including neuropsychological assessments using leading-edge evaluation methods/tools to arrive at accurate diagnostics and facilitate targeted follow up quality care.

What are some of the common neuropsychological challenges you or your loved ones may be facing?

These could include learning disabilities and developmental delays, attention and hyperactivity disorders, concentration and memory difficulties, degenerative neurological conditions, difficulties with reading, writing or math in the academic or work environment.

Our neuropsychological assessments and related services are provided to both public and private-sector clients (including paediatric, adolescent, adult, and geriatric age groups) facing learning, speech and language impairment, attention/hyperactivity/impulsivity and other neurological disorders (disorders of the body's nervous system). And services are available in both French and English.

Améliorer ses stratégies de coping pour affronter le stress au travail - Dre Lucie Côté

Improving School Climate to Reduce Bullying

There seems to be no shortage of bad news about bullying in Canada these days. Suicides linked to bullying are regularly reported in the news. And we know that most students witness bullying at school, and many are directly involved in bullying sometime during a given school year. 20% of students—one in every five kids in nearly every school—is involved in bullying (as bully, victim, or both) on a weekly basis. This means that many kids' lives are being disrupted and scarred by bullying.

Bullying harms kids in nearly every way imaginable. Minimally, it disrupts their learning, as kids who are victimized tend to avoid school to avoid the bullying. The stress of bullying causes them to suffer anxiety and depression, and it undermines their feelings of safety and connection to school. We now know that children who witness bullying are also at risk for serious negative effects, including school disengagement, school avoidance, and, consequently, lower academic achievement.

Bullying is defined as "a relationship problem that requires relationship solutions" (www.prevnet.ca). This new way of thinking about bullying highlights the complex and powerful relationship dynamics that underpin bullying. And it provides a compelling rationale for the important role that adults—educators, parents, and community leaders—have in intervening in bullying situations and helping all children to learn better ways of relating to each other.

A relational understanding of bullying also connects directly to the growing appreciation of the links between school climate and bullying. School climate is a complex concept, but can generally be separated into four broad dimensions (Cohen, McCabe, Michelli, & Pickeral, 2009):

1. Physical, social, and emotional safety
2. Quality of teaching and learning
3. Relationships across the school community
4. Well maintained school with adequate space and resources

Améliorer le climat de l'école pour réduire le harcèlement

Il ne semble pas y avoir un manque de mauvaises nouvelles au sujet du harcèlement au Canada ces jours-ci. On rapporte régulièrement dans les nouvelles des suicides reliés au harcèlement. Et nous savons que la plupart des élèves sont témoins de harcèlement à l'école, et que nombreux sont ceux directement impliqués dans le harcèlement à un certain point dans une année scolaire donnée. 20 % des élèves – un enfant sur cinq dans presque chaque école – sont impliqués dans le harcèlement (en tant que tourmenteur, victime, ou les deux) sur une base hebdomadaire. Cela signifie que la vie de nombreux enfants est dérangée et marquée à jamais par le harcèlement.

Le harcèlement fait du tort aux enfants de presque chaque façon imaginable. Au minimum, il dérange leur apprentissage, puisque les enfants qui sont persécutés ont tendance à éviter l'école pour éviter le harcèlement. Le stress du harcèlement les amène à souffrir d'anxiété et de dépression, et il mine leurs sentiments de sécurité et de lien avec l'école. Nous savons maintenant que les enfants qui sont témoins de harcèlement sont aussi à risque de subir des effets négatifs sérieux, y compris le désintérêt envers l'école, l'école buissonnière, et par conséquent, des résultats scolaires inférieurs.

Le harcèlement se définit comme « un problème relationnel qui demande des solutions relationnelles » (www.prevnet.ca). Cette nouvelle manière de considérer le harcèlement souligne les dynamiques relationnelles complexes et puissantes qui sous-tendent le harcèlement. Et elle fournit un appui logique irréfutable du rôle important que les adultes ont – éducateurs, parents, et dirigeants de la communauté – en intervenant dans des situations de harcèlement et en aidant tous les enfants à apprendre de meilleures façons d'interagir.

Une compréhension relationnelle du harcèlement est directement liée à l'appréciation grandissante du lien entre le climat de l'école et le harcèlement. Le climat de l'école est un concept complexe, mais peut généralement être séparé en quatre grandes dimensions (Cohen, McCabe, Michelli, & Pickeral, 2009) :

1. La sécurité physique, sociale et émotionnelle
2. La qualité de l'enseignement et de l'apprentissage
3. Les interactions sociales dans la communauté de l'école
4. Le bon entretien de l'école avec des ressources et des espaces adéquats.

Questions/answers dealing with attention deficit disorder, with or without hyperactivity (ADHD)

What are the symptoms of attention deficit disorder, with or without hyperactivity (ADHD)?

• The child must display at least 6 attention deficit symptoms or 6 hyperactivity symptoms
• The symptoms must persist for at least 6 months to a degree that is maladaptive and inconsistent with the child's developmental level
• The symptoms must not be identifiable as due to another mental illness
• The presence of the symptoms must significantly alter a variety of aspects of one's life (social, professional, school, etc.)
• Finally, certain symptoms must be present before the age of 7.

A list of attention deficit symptoms follows:

• Unable to pay attention to details, or makes careless mistakes on his/her school homework, work or other activities;
• Often finds it difficult to maintain focus on the task at hand or during games;
• Seems like he/she is not listening, when spoken to directly;
• Does not conform to the rules and cannot complete his/her homework, house work or professional obligations (this is not due to difficult behavior, nor due to their incapacity to understand the rules);
• Has a difficult time organizing his/her work or activities;
• Avoids, is adverse to, or completes tasks against his/her wishes – ones that require sustained mental effort (like school work or homework);
• Often loses his/her necessary tools to complete his/her work and/or activities (toys, workbooks, pencils, book or tools);
• Is easily distracted by outside stimuli;
• Is forgetful in his everyday life.

A list of hyperactivity/impulsivity symptoms follows:

• Fidgets with his/her hands or feet, or squirms in his/her seat;
• Often gets up during class or in other situations that require him/her to be seated;
• Runs or climbs everywhere, in situations where it is deemed inappropriate (for teens or adults, the symptom could be limited to feelings of subjective or inner restlessness);
• Experiences difficulty remaining calm during play time;
• Acts like he/she is "driven by a motor" or as though he/she is "mounted on springs"
• Speaks too often.

Parental Discipline

Learning how to discipline our children is one of the most important roles of parents, but also one of the most difficult. Healthy discipline for our children makes for a comfortable family environment. Human beings need to be supported in order to feel reassured. It lays the foundation for self-control in our lives. It helps your child to grow up happy and feel good in his/her skin. Positive and effective discipline teaches and guides the child. It doesn't just mean forcing a child to obey.

The way in which discipline is taught to children depends on their age, stage of development, personality and numerous other factors, but there are basic principles to help guide parents.

The Canadian Paediatric Society strongly discourages the use of physical punishment, including spanking.

What are the objectives of discipline?

• Discipline protects your child from danger.
• Discipline helps your child gain control and self-control.
• Discipline helps your child develop a sense of responsibility.
• Discipline helps to establish values.

What makes discipline effective?

• Respect: Children should be able to respect the authority of their parents and the rights of others. If the discipline is tough and accompanied by insults, shouting and humiliation, a child will have difficulty respecting his/her mother or father, or trusting them.
• Consistency: Discipline that is not consistent is confusing to children, whatever their age. If parents do not show consistency in how they apply discipline, the child will have difficulty in complying. Inconsistency, such as giving in to tantrums, can, in effect, reward the child for undesirable behaviour and encourage repetition.
• Impartiality: The child must find the discipline to be fair. The consequences of their actions must be related to their behaviour. If your child throws food on the floor, help him/her clean up the mess. Make sure everything is cleaned before he/she can do other things. Once the mess is picked up, the matter is resolved.
• You: As a parent, you have a unique bond with your child. If you teach your child discipline that is respectful, consistent and impartial, you will have positive and lasting effects on your child.