Presentations:

Addressing The Ripple Effect for Better or Worse: Anglophone Youth Mental Health Crisis and Its Ongoing Causes and Consequences in New Carlisle

Mary Zettl, ENVIZSAGE

Multi-generational disparities linked to mental health issues among anglophone populations in the Gaspé region are documented. Community and service organizations have seen an increasing and alarming trend of mental health issues and support needs among youth and young people (ages 10-29). Vandalism, self-harm, anxiety, eating disorders, poor school performance, substance use being seen in ages as young as 10. Youth protection services (DPJ), mental health services, social workers, and health services are operating beyond maximum capacity, and unable to address the high and ever-increasing level of need among this young anglophone population. Frontline workers are reporting parentification of kids, increases in foster care placement and drop-out rates, and an urgent need for better ways to engage young people in their development and education.

The community of New Carlisle has come together to address these issues to address service gaps and improve mental wellness and its related underpinnings among young people. This presentation will report on the findings and recommendations from a current youth mental health needs assessment aiming to identify programming, resourcing and service modifications that seek to improve the underlying issues linked to mental health among youth, and facilitate improved retention in education and self-development programming.

Exploring Motivation for Learning French Among English-Speaking Quebecers

John Davids, McGill University

James Avery, McGill University

This presentation explores the motivations for learning French amongst English-speakers in Quebec. It also examines whether recent changes to Quebec’s language laws have affected people’s motivation to learn French. Finally, it considers whether success at learning French is associated with better adjustment. Our Spring 2025 survey asked participants to rate their level of agreement with statements reflecting their motivation to learn French. The statements reflected various types of motivation, including more autonomous forms based on personal interest and value of learning French and controlled forms related to feeling compelled to learn French because of external factors or internal pressure. Amotivation was assessed in terms of lack of competence or value in learning French. We will present our findings, revealing several significant correlations between specific factors and greater (or lower) self-determination to learn French. We also present the questions of whether the correlates are more plausible as antecedents or consequences of motivation to learn French. This presentation will explore participants’ motivations and how they relate to important outcomes such as need satisfaction, well-being, and perception of language laws. Ultimately, we seek to highlight concepts that can foster motivation to learn French to be considered by policy makers and administrators.