Rousseau, C. et Miconi, D. (2018)
Welcoming refugee children: The role of psychological first aid interventions. Psynopsis, 40(4), 8-9.
Consulter>>
Beauregard, C., Papazian-Zohrabian, G. et Rousseau, C. (2018).
Instruction et socialisation : l’identité personnelle de l’lélève immigrant. Dans F. Kanouté et J. Charrette (dir.) La diversité ethnoculturelle dans le contexte scolaire québécois (pp. 25-41) Montréal : Presses de l’Université de Montréal.
Consulter>>
Beauregard, C. (2017).
Theatrical expression to foster personal and group identity narratives among immigrant students. Dans S.-J. Moenandar et L. Wood (dir.), Stories of becoming: The use of storytelling in education, counseling and research (pp.193-218). Nimeguen, Netherlands: Campus Orleon Press.
Beauregard, C., Papazian-Zohrabian, G., et Rousseau, C. (2017).
Making Sense of Collective Identity and Trauma through Drawing: The Case Study of a Palestinian Refugee Student. Intercultural Education, Special Issue: Refugees, Interculturalism, and Education, 28(2), 113-130.
Consulter>>
Beauregard, C., Papazian-Zohrabian, G. et Rousseau, C. (2017).
Connecting identities through drawing : relationships between identities in images drawn by immigrant students. The Arts in Psychotherapy, 56, 83-92.
Consulter>>
Rousseau, C., Beauregard, C. et Michalon-Brodeur, V. (2017).
Penser la prévention pour les enfants réfugiés et immigrants : quand altérité et souffrance sociale se conjuguent. Dans Dorais, M. (dir.), Prévenir (pp. 105-168). Québec : Presses de l’Université Laval.
Consulter>>
Deneault, J. et Beauregard, C. (2016).
Le jeu dans le sable : un lien et un temps pour se trouver et s’exprimer. Revue préscolaire, 54(2), 21-23.
Consulter>>
Beauregard, C. (2016).
Les arts pours intervenir auprès des élèves immigrants et réfugiés. Vivre le primaire, 29(3), 28-29.
Consulter>>
Beauregard, C. (2016).
Évolution de l’expression identitaire à travers les dessins d’élèves immigrants en classe d’accueil. Thèse de doctorat en psychopédagogie. Université de Montréal.
Consulter>>
Rousseau, C. Mustafa, S. et Beauregard, C. (2015).
Emotional and Behavioral Difficulties and Academic Achievement in Immigrant Adolescents in Special Education. World Journal of Education. 5(5), 21-29.
Consulter>>
Beauregard, C. (2014).
Effects of classroom-based creative expression programmes on children’s well-being. The Arts in Psychotherapy, 41, 269-277.
Consulter>>
Beauregard, C., Gauthier, M.-F. et Rousseau, C. (2014).
Fostering solidarity in the classroom. Dans C.-A. Brewer and M. McCabe (Ed.), Immigrant and Refugee Students in Canada (pp. 202-219). Edmonton, AB: Brush Education Inc.
Consulter>>
Rousseau, C., Beauregard, C., Daignault, K. et al. (2014).
A Cluster Randomized-Controlled Trial of a Classroom- Based Drama Workshop Program to Improve Mental Health Outcomes among Immigrant and Refugee Youth in Special Classes. Plos One, 9(8), 1-9.
Consulter>>
Rousseau, C., Armand, F., Laurin-Lamothe, A. et al. (2011).
Innovations in Practice: a pilot project of school-based intervention integrating drama and language awareness. Child and Adolescent Mental Health, 17(3), 187-190.
Consulter>>
Rousseau, C., Benoit, M., Lacroix, L. et Gauthier, M.-F. (2009).
Evaluation of a sandplay program for preschoolers in a multiethnic neighborhood. Journal of Child Psychology and Psychiatry, 50(6), 743-750.
Consulter>>
Moneta, I. et Rousseau, C. (2008).
Emotional expression and regulation in a school-based drama workshop for immigrant adolescents with behavioral and learning difficulties. The Arts in Psychotherapy. 35, 329-240.
Consulter>>
Rousseau, C., Benoit, M., Gauthier, M.-F. et al. (2007).
Classroom Drama Therapy Program for Immigrant and Refugee Adolescents: A Pilot Study. Clinical Child Psychology and Psychiatry, 12(3), 451-465.
Consulter>>
Rousseau, C., Gauthier, M.-F., Benoit, M. et al. (2006).
Du jeu des identités à la transformation de réalités partagées : un programme d’ateliers d’expression théâtrale pour adolescents immigrants et réfugiés. Santé mentale au Québec, 31(2), 135-152.
Consulter>>
Rousseau, C., Lacroix, L., Singh, A., Gauthier, M.-F. et Benoit, M. (2005).
Creative Expression Workshops in School: Prevention Programs for Immigrant and Refugee Children. The Canadian Child and Adolescent Psychiatry Review, 14(3), 77-80.
Consulter>>
Rousseau, C., Gauthier, M.-F., Lacroix, L. et al. (2005).
Playing with identities and transforming shared realities: drama therapy workshops for adolescent immigrants and refugees. The Arts in Psychotherapy, 32, 13-27.
Consulter>>
Rousseau, C., Drapeau, A., Lacroix, L., Bagilishya, D., Heusch, N. (2005).
Evaluation of a classroom program of creative expression workshops for refugee and immigrant children. Journal of Child Psychology and Psychiatry, 46(2), 180-185.
Consulter>>
Rousseau, C. et Guzder, J. (2005).
School-Based Prevention Programs for Refugee Children. Child and Adolescent Psychiatric Clinics of North America, 17, 533-549.
Consulter>>
Rousseau, C., Singh, A., Lacroix, L. et Measham, T. (2004).
Creative expression workshops for immigrant and refugee children. Journal of the American Academy of Child & Adolescent Psychiatry, 43(2), 235-238.
Consulter>>
Rousseau, C., Lacroix, L., Bagilishya, D., et Heusch, N. (2003).
Working with myths: Creative expression workshops for immigrant and refugee children in a school setting. Art Therapy, 20(1), 3–10.
Consulter>>
Rousseau, C., Bagilishya, D., Heusch, N. et Lacroix, L. (1999).
Jouer en classe autour d’une histoire. Ateliers d’expression créatrice pour les enfants immigrants exposés à la violence sociale. Prisme, 28, 88-103.
