Le burnout de l'élève : validation du School Burnout Inventory, identification de facteurs de risque et de protection et exploration des liens avec la consomation de substances

Syndrome de stress scolaire chronique, le bumout de l'élève ou bumout scolaire suscite un intérêt grandissant mais ses déterminants sont encore peu connus. De plus, ce phénomène est rarement étudié chez les adolescents francophones et aucune recherche n'a encore été menée en Suisse. Par conséquent, au travers de ce travail de thèse, nous proposons d'étendre la recherche sur le bumout scolaire aux adolescents de Suisse francophone et d'apporter des précisions sur ses facteurs de risque ou de protection. Pour ce faire, nous avons mené deux recherches empiriques impliquant 861 adolescents âgés de 14 à 18 ans et scolarisés en Suisse francophone. Ces adolescents ont répondu à une série d'échelles évaluant notamment le burnout scolaire, le stress scolaire, le soutien social, la consommation de substances et le parcours scolaire. Les résultats montrent tout d'abord que l'inventaire de Burnout Scolaire, version française du School Burnout lnventory, est un outil fiable et valide. Ensuite, il apparaît que le burnout scolaire touche jusqu'à 24% des adolescents de Suisse francophone et que ce dernier se caractérise par une perte d'intérêt pour l'école, une grande remise en question du sens du travail scolaire ainsi qu'un sentiment élevé d'insuffisance à l'école. Il apparaît également que le stress scolaire lié au succès et à l'avenir scolaire augmente le risque de bumout alors que le soutien des parents et des enseignants le diminue. Par ailleurs, nous mettons en évidence que l'effet du soutien social sur le burnout scolaire est médiatisé par le stress scolaire, ce qui souligne d'autant plus le rôle protecteur du soutien social. Nos résultats montrent également que les niveaux de bumout scolaire varient en fonction, d'une part de certaines caractéristiques du contexte scolaire et d'autre part en fonction de la sévérité de la consommation de substances des adolescents. Enfin, les connaissances accumulées dans ce travail et leur mise en perspective dans un modèle d'intervention précoce permettent d'insister sur le rôle de l'école et des professionnels de l'école dans la prévention du burnout scolaire. -- Syndrome of chronic school stress, pupil 's bumout or school bumout is of growing interest. However, little is known about its determinants. Moreover, this phenomenon is rarely studied in French speaking adolescents and no research has yet been conducted in Switzerland. Therefore, through this thesis, we propose to extend the research on school bumout to Swiss French speaking adolescents and to clarify its risk and protective factors. To achieve this, we conducted two empirical research involving 861 adolescents aged 14 to 18 and enrolled in the French part of Switzerland. These adolescents were asked to answer a questionnaire about school bumout, academic stress, social support, substance use and schooling. Results first show, that the French version of the School Bumout Inventory is a reliable and valid tool. lt then appears that school bumout affects up to 24% of adolescents in the French speaking part of Switzerland and that this phenomenon is characterized by a loss of interest in school, a great challenge to the sense of school work and a high sense of insufissance school. lt also appears that stress related to school success and academic future increases the risk of bumout while parents and teachers support decreases it. Moreover, we highlight that the effect of social support on school bumout is mediated by school stress, which further underscores the protective role of social support. Our results also show that school bumout levels vary depending on characteristics of the school context and on the severity of substance use of adolecents. Finally, the knowledge accumulated in this work and putting it onto perspective within early intervention model enable to insist on the role of school and school professionals in the prevention of school bumout

Missed appointments in an adolescent outpatient clinic: descriptive analyses of consultations over 8 years.

Missed appointments represent an important medical and economical issue. Few studies on the subject are reported in the literature, particularly regarding adolescents. Our aim was to characterize missed and cancelled appointments in a multidisciplinary outpatient clinic for adolescents, to assess the effectiveness of a policy aimed at reducing missed appointments by introducing payment for those missed appointments not cancelled in advance, and to compare the rates between staff and resident physicians. A total of 32,816 consultations (representing 35 patients aged 12-20 years, 82.4% females) between 1999 and 200 were analysed. The missed appointment rate was 11.8% whilst another 10.9% were cancellations. Females cancelled more than males (11.3% vs. 8.4%, AOR 1.31, 99% CI 1.08-1.59), but there was no difference for missed appointments (11.6% vs. 12.3%, AOR 0.88, 99% CI 0.61-1.08). April and June to October (vacation months) were associated with more missed appointments. Globally mornings had higher rates of missed appointments than afternoons (13.6% vs. 11.2%, AOR 1.25, 99% CI 1.11-1.40). There was a slight difference in missed appointment rates between staff physicians and residents (10.4%; 11.8%, AOR 1.20, 99% CI 1.08-1.33). Missed appointment rates before and after the new policy on missed appointments were similar (1999-2003: 11.9%; 2004-2006: 11.6%, AOR 0.96, 99% CI 0.83-1.10). Conversely, cancellation rates increased from 8.4% (1999-2003) to 14.5% (2004-2006) (AOR 1.83, 99% CI 1.63-2.05). Attendance rates among adolescents show variations depending on vacation and school hours. Being attentive to these factors could help prevent missed appointments. Although having to pay for missed appointments does not increase attendance, it increases cancellations with the advantage that the appointment can be rescheduled.