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This factsheet was taken from the following website: www.coeureaction.qc.ca.

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Motivation support program (Pro-Jeune-Est)

1) Category:
Specific program
2) Issues:
High drop-out rates and a high percentage of students with learning disabilities.
3) Objectives:
Prevent dropping out.
Promote the young persons motivation to learn.
Establish a meaningful relationship between the young person and a tutor.
Offer individualized assistance with homework and assignments.
4) Environment:
Primary and secondary schools
5) Target Group:
Primary or secondary students at high risk for dropping out
6) Keywords:
Motivation, perseverance, relational support, self-esteem, homework assistance
7) Description :
The motivation support program is a mentorship arrangement between a primary or
secondary student and an apprentice tutor (aspiring tutor) who has been recruited,
trained and supervised by a Pro-Jeune-Est instructor. The service is offered at the young
persons school at lunch time or after school once or twice a week. It is available to all
the schools in the territory of Rimouski-Neigette and involves nearly 200 young people a
year.
The program provides much more than assistance with homework and assignments. As its
name suggests, it is a program that fosters motivation and the young persons desire to
stay in school by emphasizing his or her strengths and successes.









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8) Step:
I. Pro-Jeune-Est provides schools with an application form.
II. Generally, teachers identify the students who are having difficulty, fill out the form, and
have it signed by the school principal and the parent. However, parents can also take the
initiative to have their child tutored.
III. The school sends the form to Pro-Jeune-Est.
IV. When the form is received, the student is matched with a aspiring trained tutor, who
contacts the school and the family to begin the mentoring process.
V. A Pro-Jeune-Est instructor follows up on the process periodically by providing assistance
and advice as well as by transmitting any important information. The school provides a
safe and suitable place for the meetings. The school, the organization and the tutor report
to the parents about how the meetings are going and about successes or concerns.
VI. A report is drawn up by the program instructor once a month, who sends it to the school
to ensure regular follow-up. The apprentice (aspiring) tutors commit to the students on a
semester or annual basis.
9) Activities/Actions:
Before they begin mentoring, the volunteers are given training in the management of
social perspectives method.
The tutor works with the young person using a personalized approach called relational
learning. This means that the tutor is willing to focus on the student and his/her needs,
and going at the students own pace without putting counterproductive pressure on him
or her.
10) Resources Required:
Human resources:
o Aspiring tutor, Pro-Jeune-Est instructor, teacher, parent, school principal
Infrastructure
o Room in the school where the tutor can meet with the young person
Financial resources:
o Local Caisses Desjardins
o Pro-Jeune-Est
o Contribution from primary schools for the student participants
o A contribution of $5 per meeting by the parents of secondary-school students







This factsheet was taken from the following website: www.coeureaction.qc.ca. Page 3 of 4
11) Roles of the Stakeholders:
Pro-Jeune-Est
o Gathers the resources needed for the program to operate properly;
o Manages and funds recruitment, training, mentoring, supervision and transportation
costs.
Pro-Jeune-Est instructor
o Recruits, trains and supervises the aspiring tutors;
o Ensures regular follow-up with the families, schools and volunteers.
Aspiring tutor
o Establishes a meaningful relationship with the student, based on the students
strengths and successes;
o Helps the student with homework and assignments;
o Ensures follow-up with the Pro-Jeune-Est instructor, the school, and the parents as
needed.
Teacher
o Identifies and recommends the students at risk for dropping out by filling out a
referral form indicating the students needs;
o Transmits relevant information regarding these students specific needs to the
aspiring tutor.
Parents
o Conveys relevant information to the Pro-Jeune-Est instructor, the tutor or the school
as needed.
School principal
o Contributes financially to the project (primary schools);
o Conveys information at meetings with the Pro-Jeune-Est instructor.
12) Scientific basis or validity:
A study to evaluate the motivation support program was conducted by Laboratoire
dtude et daction pour le dveloppement de la recherche en ducation (LEADRE) of
Universit du Qubec Rimouski a few years after the program was implemented.
The study showed that in psychological terms, the student participants improved their
self-esteem while that of the students in the control group decreased. The mentored
students also improved their ability to learn and were less irritable and more extraverted
and relaxed. In terms of academics, due to the supervision provided by tutors, the
incidence of poor grades decreased. Mentored students social integration was greater
and more significant than that of the control group students.
Note that the parents of participating students noticed that their children were more
self-sufficient when it came to homework and assignments.
One of the things that the study recommended was to offer the parents assistance. Pro-
Jeune-Est took this into account by adding lectures on teenagers, boys in school, and
various aspects of parent-child relationships to its slate of services.







This factsheet was taken from the following website: www.coeureaction.qc.ca. Page 4 of 4
13) Protective factors or determinants of success:
Student-centred system
o Students perception of their own competence
14) Material:
Various tools: success boat, success starters, Maslows hierarchy of needs, and
management of social perspectives approach.
15) Additional Information:
Pro-Jeune-Est website: http://www.pro-jeune-est.ca/programmes/programme-de-
soutien-a-la-motivation.php
Courtois, Daniel (2012). Brancher la relation : pour que le courant passe de ladulte
lenfant, de lenfant ladulte. Qubec City: Marquis, 197 pp.
Courtois, Daniel (2013). Brancher la relation : pour que le cerveau sallume. Qubec City:
Marquis, 155 pp.
16) Contacts:
Pro-Jeune-Est Rimouski-Neigette
414, avenue Sirois
Rimouski (Qubec) G5L 6E2
Tel.: 418 724-3516
Fax: 418 724-2039
Email: pro-jeune-est@csphares.qc.ca