Véronique Dupéré Ph.D.
Associate Professor at the École de Psychoéducation of the Université de Montréal and Holder of the Research Chair
Having completed my master’s degree at the Université Laval, my Ph.D. at the Université de Montréal and my post-doctoral studies at Tufts University, I am currently an associate professor at the Université de Montréal’s École de psychoeducation. In addition to being chairholder of the Canada Research Chair on the Transition to Adulthood, I am also cochairholder of the Myriagone-McConnell-Université de Montréal Research Chair in Youth Knowledge Mobilization and a regular researcher at the University Institute for Youths in Difficulty at the Integrated University Health and Social Services Centre of South-Central Montreal (CIUSSS-CSMTL), the Public Health Research Institute of the Université de Montréal and the School Environment Research Group.
My research focuses on adolescents and young adults and is framed in a life course trajectories approach. More specifically, I study the ways that and unequal distribution of support and adversity impact youths’ trajectories in education, job integration, and psychosocial adjustment. My work is financed by federal and provincial agencies and published in scholarly journals in education (e.g., Review of Educational Research), developmental psychology (e.g., Child Development), social sciences, and health (e.g. Journal of Adolescent Health, Journal of Health and Social Behavior).
Kamel Afia
Research professional (co-management)
After completing a bachelor’s in physical and sports education and a master’s in human and social sciences in France, I came to Quebec in 2017 to begin a master’s in school and social adjustment at UQAM. There, I met Éric Dion, then the statistics course teacher, who expressed interest in supervising my master’s thesis. Together, we studied “the relationship between family guidance and dropping out of school within two separate samples.” The first sample was composed of youth from an immigrant background and the second of youth of European origin. I was therefore able to utilize the data produced by Véronique Dupéré’s project.
I was then put into contact with Véronique, who accepted me into her research laboratory in the Department of Pyschoeducation (GRES) in mid 2017. What followed was a wide variety of work for the Parcours project, a longitudinal study that aims for a better understanding of the transition to adulthood, as experienced by 545 young people from environments deemed at risk.
The diverse tasks included interviewing participants, calling participants to schedule interviews, coding clinical vignettes and training new research assistants.
Éliane Thouin
Ph.D. candidate in psychoeducation, Université de Montréal
I have been involved in the Parcours Project since 2015, when I was finishing my undergraduate in psychoeducation. I have participated in all facets of the laboratory’s work, including conducting interviews, data coding and preparing measurement instruments for phase 2 of the project. It was through this project that I wrote my master’s thesis, supervised by Véronique Dupéré, focusing on the protective role extracurricular activity participation in order to contain school dropout among adolescents considered at risk. I additionally worked on the La classe enchantée project, led by Dr. Dupéré and her colleague Isabelle Archambault, as this initiative matched my interests in positive development settings, school perseverance and psychosocial adjustment.
Now as a Ph.D. candidate, I am the coordinator for the Parcours and La classe enchantée projects. In these roles, I have revised interview reports, organized databases, and planed data collection in schools. My doctoral thesis again focuses on protective and promotional factors among youths at risk, more specifically those entering adulthood. I examine the sources of support and the individual strengths that help youths overcome adversity through their transition from school to the workforce. My research builds on the resilience and life course trajectories theoretical models and incorporates notions from sociology and developmental psychology.
Guillaume Descary
Ph.D. candidate in psychoeducation, Université de Montréal
My bachelor's degree in psychoeducation and my experience in community intervention confirmed my interest in marginalized populations. The adaptive capacities of individuals facing multiple issues inspires my work. I am interested in understanding which factors allow individuals to create a break with an unfavorable trajectory and to maintain balance, despite an addition of personal and social risk factors. In my opinion, it is imperative to consider these human experiences as an asset serving in an ancillary way to the advancement of our knowledge, but the ultimate goal of which is to promote the development of marginalized young people and to diminish social inequities.
My thesis focuses on certain intrapersonal factors that could positively modify the employability and educational trajectory of young people from disadvantaged backgrounds and exposed to stressful life events, during the transition to adulthood.
Work areas:
Research on the transition to adulthood of young people from disadvantaged backgrounds or having reached the age of majority in institutions
Research on the influence of COVID-19 on the mental health of young adults and their coping strategies
Coordination, production and dissemination of scientific material through digital media
Aïda Benaguida
Ph.D. candidate in psychoeducation, Université de Montréal
After finishing my bachelor’s degree in psychology, I decided to continue my studies in psychoeducation. It was through this transition that I met Véronique Dupéré, who warmly welcomed me to her research laboratory. During the qualifying year, which proved to be intense and full of twists and turns, I took part in one of the team’s projects: Parcours. I had the opportunity to take on several responsibilities such as coding and conducting and coordinating interviews. This significant project follows over 500 youths through their transition to adulthood, a fate from which no one escapes.
I am currently a master’s candidate in psychoeducation at the Université de Montréal. My growing interest in the heterogeneity of life course trajectories led me to wonder why there exists such diversity, which will be the focus of my thesis. Specifically, I will seek to understand the reasons leading some dropout youths to continue on a path that includes neither employment, nor education, nor training (NEET) while others take other paths leading to employment, training or even a return to school.
Najate Jebbar
Ph.D. candidate in psychoeducation, University of Montréal
Ph.D. candidate in psychology, University of Montpellier
I am currently working as a psychologist at an Institut Thérapeutique Educatif et Pédagogique (Therapeutic Educational and Pedagogical Institute) in France. I am responsible for ensuring that youth whose psycho‑behavioural difficulties impede their access to learning receive therapeutic support and treatment. After obtaining a Bachelor of Psychology, I started a vocational and research‑based master’s program in cognitive psychology at the University of Montpellier. My interest in research took shape throughout my studies and work experiences.
Knowing that young people from disadvantaged areas are overexposed to difficulties, I quickly joined the Réseau d’Éducation Prioritaire [Priority Education Network] while continuing my studies. Thanks to my academic background, I was proficient with experimental research methods and therefore able to participate in the publication of a scientific article. My desire to write a thesis grew naturally from these experiences. My research project aims to study the impact of sociodemographic characteristics on academic performance in Quebec and France. More specifically, I wish to determine whether the two educational systems increase student stress. I contacted Véronique Dupéré, whose research overlaps with my interests. It happened that the field of psychoeducation, unheard of in France, perfectly complemented my academic plans. I am therefore completing a double PhD in Psychology (University of Montpellier) and Psychoeducation (University of Montréal). The field has also given rise to a scientific collaboration between Véronique Dupéré and Raphaël Trouillet, a member of Epsylon Laboratory.
Fatima Alawie
Ph.D. candidate in psychoeducation, Research stream, Université de Montréal
My research project focusses on the protective role of physical activity against symptoms of depression and anxiety among adolescents with exposure to family adversity. Few studies have examined the modifiable protective factors that can encourage resilience in this subgroup of adolescents. Given that anxiety and depression are growing trends among adolescents, it appears crucial to focus on healthy and inexpensive solutions such as physical activity.
My interest in research stems from my experiences through my bachelor’s degree in psychology and my master’s degree in psychoeducation, both at the Université de Montréal. During my undergraduate studies, I had the opportunity to carry out two projects that helped me familiarize myself with all the steps involved in research. At the master’s level, I was a research assistant, and I was able to present my project at various conferences. In addition to research, I have also gained clinical experience as an educator and as an instructor for active listening techniques. This allowed me to improve on my listening skills, thoroughness, and empathy. With this combination of experiences, I realized that my interests lied more in research. In short, my research experiences and my intellectual curiosity led me to pursue graduate studies in research.
Rocio Perez
Ph.D. candidate in psychoeducation, University of Montréal
Having obtained a college diploma in visual arts, I turned to psychoeducation in order to use art as a means to motivate and engage marginalized young people, as well as those who have dropped out or have mental health problems. I’ve learned to combine my personal passion with research over the seven years I have spent as an art educator for the non‑profit organization MU (Montreal), where I specialize in creating group murals in the community, in schools, and with professional artists, as well as through my experience working as a clinical support worker at Espace Transition in Montreal’s Sainte‑Justine University Hospital Centre (CHU), which hosts artistic workshops (cinema, theatre) for youth with mental health problems. In fact, as part of my doctoral studies in psychoeducation, I decided to incorporate art into mental health by creating Art en Tête, an extracurricular mural art program that is tailored to the needs of youth in grades 10 and 11 with socio-emotional difficulties and that intends to complement the traditional support services provided in school. An interdisciplinary collaboration between MU, CHU Sainte‑Justine and the University of Montréal, the program draws on the positive youth development framework. Having played many roles and made many choices while performing clinical and research work and assisting with the development of programs to improve the wellbeing of youth—the leaders of tomorrow—I have found this framework to be highly valued and recommended.
My sensitivity to the reality of youth living with mental health difficulties and my proficiency with art as a tool of motivation and change are reflected in my strong commitment to understanding how art fits into relationships of support. Art is a powerful means of communication and expression that is nevertheless rarely used, much less evaluated. With this in mind, I would like to develop research expertise that incorporates support services, art, youth, mental health and enjoyable activities. I am working under the supervision of Kim Archambault, PhD, University of Montréal, who specializes in artistic initiatives to promote mental health, and Véronique Dupéré, PhD, University of Montréal, who brings her own knowledge to the program, being known for her studies on dropping out, school engagement and the transition from adolescence to adulthood and the associated challenges.
Julia Stamp
Ph.D. student in psychology, Research and Intervention program, Université de Montréal
Marilou Meilleur
Master’s candidate in psychoeducation, University of Montréal
During my bachelor's degree in psychoeducation, I quickly became interested in the application of evidence-based practices in clinical settings. This dual interest in both practice and research led me to choose the Honours option at the end of my bachelor's degree so to gain hands on experience in research. This led me to work in Véronique Dupéré's research laboratory, where I was namely involved in the "Parcours" and "La classe enchantée" projects which focus on the transition to adulthood and school perseverance, respectively.
My experiences with disadvantaged and vulnerable youth both as an educator in a youth centre and as a research assistant during my studies have motivated me to further my knowledge on a specific topic, that being the impact of participation in extracurricular activities on the positive development of youth, and more specifically, the impact of this on their school engagement. Now as a master's student in psychoeducation under the supervision of Véronique Dupéré (Ph.D., Université de Montréal) and Isabelle Archambault (Ph.D., Université de Montréal), my thesis will evaluate the impact of "La classe enchantée", an extracurricular music enrichment program, on the academic and psychosocial functioning of students in a public elementary school located in a multi-ethnic and disadvantaged neighbourhood.
Jessica Roy
Master’s student in psychoeducation, Université de Montréal
Carol-Ann Larose
Honours bachelor’s student in psychoeducation, University of Montréal
Over the course of my Bachelor of Psychology, I quickly realized that I was captivated by the themes of social psychology, developmental psychology and adjustment difficulties. This strong interest led me to further develop my theoretical and practical knowledge in the area and to continue my studies in psychoeducation as soon as I graduated. I have since been able to briefly work with adolescent clients in a youth centre, and, for nearly two years now, I have been working as an educator at Centre Philou to provide assistance to people with multiple disabilities. Working with these two sets of clients has solidified my desire to support young people in their daily struggles and help them overcome them by adapting to their environment at their own pace.
It has now been several months since I was given the chance to work at Véronique Dupéré’s laboratory as a research assistant. I am currently tasked with transcribing interviews for the Parcours project. This work will greatly benefit my professional development, as it will allow me to fully grasp the issues faced by youth from at‑risk environments as they transition to adulthood and will give me my first experience with research before my honours program begins in September. There, I will learn each essential step to writing a scientific report.
Julien Quesne
Research technician
My master’s thesis allowed me to explore the issue of emotion as a necessary dialectic between the social and the cognitive. My doctoral research builds upon these reflections but spans a wider variety of dimensions: narrative, cultural, historical, political, material, etc. I contemplate the role played by concepts of emotion in maintaining or reproducing gender, racial or class inequalities. Studying these concepts of emotion has driven me to observe the cultural practices that result from them. In this regard, TV series are one of the most popular forums for expressing and receiving such concepts.
An important part of my work is decrypting the constitution of these emotional practices through the colonial and white supremacist charge they carry within them and which are irremediably entangled in power relations. More globally, and from the intersectional and constructivist perspectives of emotion, I focus on the axiological conditioning and the knowledge produced by scientific subjects. The issue of epistemological and methodological positioning is central to my research.
Solène Ménard
Research technician
Following my undergraduate studies in psychoeducation, I decided to continue my studies in this field by pursuing a master’s program. From the end of the third year of my undergraduate degree, I have been actively involved in research, particularly in Véronique Dupéré’s research laboratory, where I worked in coding for the Parcours Project.
My thesis focuses on academic stressors and school engagement among immigrant adolescents in reception classes. The interest of my research topic lies in the importance of school engagement as a critical factor in the integration of these youths. In Quebec, given that many immigrant students enter the school system through reception classes, I examine the ways in which we can encourage their integration and engagement in these classes, with a particular focus on the role of sources of support in the academic environment. My passion for my research project and my wider intellectual inquisitiveness have reinforced my interest for pursuing doctoral studies in psychoeducation in the near future.
Corinne Hébert
Research assistant
Upon completing my bachelor’s in psychoeducation, my thirst for challenge pushed me to take on new projects. I therefore decided to write a research paper to further involve myself in my learning and to be inspired in a new way while putting my creativity to use, in addition to completing the practicum hours necessary for psychoeducational practice. My research project focuses on the difference in values between schools and families and how this affects the relationship between teachers and secondary students with an immigrant background. While performing research for my paper and working as a research assistant, I discovered an interest for youth from diverse cultural backgrounds, but my primary interest was school adjustment and student retention among youth with difficulties. If I pursue doctoral studies, I would like to create a support program to improve the wellbeing of youth and help them adjust to their schools. For me, research is a means to involve myself and create new ways of helping and understanding individuals. Using my knowledge, I wish to help adapt and improve school environments to encourage the success of students with different realities or ways of learning.
My interests go beyond research: I particularly like providing support, especially to adolescents and young adults. In enjoy hearing about their interests, their personal problems, their substance use, and their difficulties at school and whether they plan to return. I plan on working with youth at risk of dropping out, with and without behavioural or substance use problems.
Raphaëlle Théorêt
Research technician
For the past ten years, I’ve been interested in community engagement, social dynamics and the reduction of social inequality. After completing a college degree in graphic design, I reoriented myself to social sciences and education. I quickly developed a passion for psychology and sociology, and that’s what led me to complete a bachelor’s degree and to continue to master’s studies in psychoeducation at the Université de Montréal.
Having always been involved in my community and having worked in different places such as schools and non-profit organizations, I’ve been in contact with a wide variety of people. Inclusion and social justice both being of great concern to me, I have a strong interest towards the self-determination and empowerment potential of people and communities. Lately, I've been particularly interested in the influence of stressors and traumas on mental health, individual behavior, and social dynamics. It's a desire to participate in the advancement of scientific knowledge in this matter that has led me to join the Parcours project.
Lauriol Djehounke
Master’s candidate in psychoeducation, University of Montréal
My studies in psychology coincided with my beginnings as a primary school teacher, which sparked in me a great deal of questions regarding academic performance. I subsequently discovered a passion for research, which led me to volunteer with an applied neuroscience laboratory. I first encountered psychoeducation while working as an educator at CIUSSS Centre-Sud-de-l’Île-de-Montréal.
I am happy to be part of Véronique Dupéré’s team for the Parcours project, for which I was trained to carry out my current task of coding clinical vignettes.
I am continuing my studies in psychoeducation at the University of Montréal, with the goal of researching the factors related to postsecondary academic success.
2021
Catherine Frigon
Master’s student in psychoeducation, Université de Montréal
My friends and family describe me as a perpetual student. After a bachelor’s degree in psychology at the Université de Montréal, I completed a graduate diploma in intellectual disability intervention at UQÀM. My volunteering, practicum and work experiences made me eager to become a psychoeducator, which led me to complete qualifying studies for the master’s program in psychoeducation. From the beginning of my collegial studies, I have been interested in mental health issues, particularly during adolescence. Throughout my career, I have loved my experiences working with youths. I namely worked on a government project—the introductory cooperatives for collective entrepreneurship (CIEC)—affiliated with the Maisons des jeunes and completed a practicum at the Montreal Youth Centre. Currently, I am working with adults with intellectual disabilities as well as a variety of mental health issues as this is another clientele that I enjoy serving. My reflections upon these experiences motivated me to pursue graduate studies in psychoeducation.
My thesis examines the moderating effect of timing on the link between school mobility during high school and school dropout. Few studies have focused on this aspect of timing, specifically the impact of changing schools during the school year or during the summer, at the beginning or towards the end of high school. Yet, school mobility can be a difficult experience for some youths because it often carries with it other life events (loss of friends, separation of parents, relocation).
Camélie Archontakis
Master’s degree in psychoeducation, Université de Montréal
I have participated in research from the beginning of my undergraduate studies in psychology. My keen interest for research was first sparked when I was working as a research assistant in a neuropsychology laboratory. Later, towards the end of my undergraduate degree, I discovered the field of psychoeducation when I met Véronique Dupéré. She welcomed me with open arms into her research team, where I worked on the Parcours Project: a vast longitudinal project aimed at better understanding the transition to adulthood of 545 youths from at-risk backgrounds. My responsibilities as a research assistant in this laboratory have been varied: from data entry to coordinating and conducting interviews with participants to coding clinical vignettes. Moreover, I have had the opportunity to collaborate on the development of this website.
I am currently a master’s candidate in psychoeducation at the Université de Montréal. Working as an educator in a youth centre since 2018, committed to contributing to the positive development of the most vulnerable youths, I decided to focus on the effects of family adversity on youth development. Specifically, my thesis studies the exacerbating effect that a history of family adversity during childhood has on the link between stressful events and school dropout during adolescence.
Charlotte Paquette
Master’s student in psychoeducation, Université de Montréal
Making a difference in the community and tackling problems of social inequity have always been the main motivators of my studies in psychoeducation. Through my practice in early childhood education and in youth protection along with my work experiences with persons living with physical handicaps, I have seen how several populations remain marginalized in Quebec and how society must provide them the support they deserve.
For this reason, Véronique Dupéré’s Parcours Project was the perfect opportunity for me: a research project focused on an at-risk population that is seldom studied in research. I have been in Dr. Dupéré’s team since 2018 as a research assistant, conducting and coordinating interviews. Regarding my own research, my honors dissertation and my thesis examine the development of video game dependency in adolescents and young adults at risk of dropping out of school. While we know that use of video games has many benefits—it increases creativity, improves coordination and provides a source of self-worth and self-actualization—negative consequences have been observed in many gamers, such as loss of interest, deterioration of health practices, disengagement from education or employment, and symptoms of withdrawal. It is said that up to 10% of young gamers (aged 17-25) develop a problematic use of video games. It is thus of interest to investigate where such uses can lead to.
Thesis coming soon
2020
Geila Kullmann Goncalves
Master's degree in psychology, Université de Montréal
I have always been passionate about the link between social support and mental health in youth. I am in the master’s program in psychology, and my research project focuses on the link between exposure to stressors and school dropout as well as the moderating effect of support from parents, peers, professionals, and teachers.
My interest in research and intervention in mental health among youth has been highlighted throughout my academic and professional career. In Brazil, I worked as a psychologist in a student guidance centre in a public university. Our multidisciplinary team developed research and intervention projects aimed at supporting students’ academic success and emotional well-being. I am also part of a student group in which I am responsible for planning mental health projects for the well-being of the academic community.
Alexandra Lessard-Gagnon
Master’s degree in psychoeducation, Université de Montréal
When I first encountered the world of research, it looked like a challenge to overcome. With no real research experience, I was intrigued by the activity, so integral to academics. To broaden and upgrade my abilities, I chose to complete a master’s in psychoeducation, research paper and practicum option.
Having an atypical background, it was only in the second year of my master’s that I met Véronique Dupéré, who took me under her wing. She offered me the chance to not only contribute to a major project, but also complete the research component of my master’s program. I am currently working as a psychoeducator for a program targeting young people with difficulties aged 6–17 at the Integrated Health and Social Services Centre (CISSS) of Montérégie‑Ouest. Before obtaining my temporary licence, I also worked as a specialized substance dependence educator for an adult clientele.
Taking into account my interests and experience, I opted for a research project exploring the role of substance use in cases of secondary school students dropping out when exposed to stress. This experience will eventually allow me to bridge research and practice, something that I believe to be essential for us to do the best job possible meeting the needs of a vulnerable clientele.
