Actions - Cirque Hors-Piste. (n.d.). https://cirquehorspiste.com/fr/actions/
Agans, J. P., Davis, J. L., Vazou, S., Jarus, T. (2019). Self-determination through circus arts: exploring youth development in a novel activity context. Journal of Youth Development, 14(3), 110-129. doi: 10.5195/jyd.2019.662
Ahmad, S., Hussain, A., Batool, A., Sittar, K., & Malik, M. (2016). Play and cognitive development: Formal operational perspective of Piaget’s theory. Journal of Education and Practice, 7(28), 72–79.
Akbayrak, K., & Douglas, G. (2022). Examining specialist teachers’ conceptualisations of their roles in supporting learners with vision impairment: A comparative analysis of Turkey and England using Bronfenbrenner’s ecological systems theory. European Journal of Special Needs Education, 37(6), 979–993. doi:10.1080/08856257.2021.1989129
Allain, P., & Harvie, J. (2006). The Routledge companion to theatre and performance. Taylor and Francis. 
Baldacchino, J. (2014). John Dewey: Liberty and the pedagogy of disposition. Springer Netherlands. doi: 10.1007/978-94-007-7847-4
Berk, L., E. (2013). Theory and research in child development. Child development. Pearson.
Bjorklund, D. F., & Brown, R. D. (1998). Physical play and cognitive development: Integrating activity, cognition, and education. Child Development, 69(3), 604–606. doi.org:10.1111/j.1467-8624.1998.tb06229.x
Blanco-Garcia, C., Acesbes-Sánchez, J., Rodriguez-Romo, G., Mon-López. (2021). Resilience in sports: sport type, gender, age and sport level differences. Environmental Research and Public Health, 18:8196. doi: 0.3390/ijerph18158196
Blažević, I. (2016). Family, peer and school influence on children’s social development. World Journal of Education, 6(2). doi:10.5430/wje.v6n2p42
Boele, S., Van Der Graaff, J., De Wied, M., Van Der Valk, I. E., Crocetti, E., & Branje, S. (2019). Linking parent–child and peer relationship quality to empathy in adolescence: A multilevel meta-analysis. Journal of Youth and Adolescence, 48(6), 1033-1055. doi:10.1007/s10964-019-00993-5
Bolton, R. (1999). Circus as education: how the values and structures of circus make it a significant developmental experience for young people. Australasian Drama Studies, 35, 9-19. 
Bolton, R. (2004). Why circus works, How the values and structures of circus make it a significant developmental experience for young people. Murdoch University.
Bonk, R. M. (2019). The role of circus arts in Art Therapy. Doctoral Dissertation. 
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Cadwell, S. J. (2018). Falling together: An examination of trust building in youth and social circus training. Theatre, Dance and Performance Training, 9(1), 19–35. doi:10.1080/19443927.2017.1384755
Casier, A., Goubert, L., Gebhardt, W. A., Baets, F. D., Aken, S. V., Matthys, D., & Crombez, G. (2013). Acceptance, well-being and goals in adolescents with chronic illness: A daily process analysis. Psychology & HealSpth, 28(11), 1337–1351. doi:10.1080/08870446.2013.809083
Choudhury, S., Blakemore, S.-J., & Charman, T. (2006). Social cognitive development during adolescence. Social Cognitive and Affective Neuroscience, 1(3), 165–174. doi:10.1093/scan/nsl024
Cirque du Soleil. (2013). Social Circus Trainer’s Guide. Basic Training. 
Cossin, M. (2022) Taking the circus to school: How kids benefit from learning trapeze, juggling and unicycle in gym class. The Canadian Press. https://nationalpost.com/pmn/news-pmn/taking-the-circus-to-school-how-kids-benefit-from-learning-trapeze-juggling-and-unicycle-in-gym-class
Coffey, J. (2022). Assembling wellbeing: bodies, affects and the ‘conditions of possibility’ for 
wellbeing. Journal of Youth Studies, 25(1), 67-83. doi:10.1080/13676261.2020.1844171
Conrad, D. (2005). Rethinking ‘at-risk’ in drama education: beyond prescribed roles. Research in Drama Education, 10(1), 27-41. doi: 10.1080/13569780500053114
Corlett, S., Ruane, M., & Mavin, S. (2021). Learning (not) to be different: The value of vulnerability in trusted and safe identity workspaces. Management Learning, 52(4), 424-441. doi:10.1177/1350507621995816
D’Amico, M., & Lalonde, C. (2017). The effectiveness of art therapy for teaching social skills to children with autism spectrum disorder. Art Therapy, 34(4), 176-182. doi:10.1080/07421656.2017.1384678
Daykin, N., Orme, J., Evans, D., Salmon, D., McEachran, M., & Brain, S. (2008). The impact of participation in performing arts on adolescent health and behaviour: A systematic review of the literature. Journal of Health Psychology, 13(2), 251–264. doi:10.1177/1359105307086699
De Borja, C., Chang, C. J., Watkins, R., & Senter, C. (2022). Optimizing health and athletic performance for women. Current Reviews in Musculoskeletal Medicine, 15(1), 10–20. doi:10.1007/s12178-021-09735-2
Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32(3), 313–327. doi:10.1177/0146167205282148
Dévelopmmenent de la filière de formation loisir et préparatoire au Quebec. (2022). Plans-cadres de formation en arts du cirque. Au scolaire, au loisir et au préparatoire à la formation supérieure. Programme de Cirque-études au secondaire. Cultures et Communication Québec.
Dewey, J. (1938). Experience and education. The Kappa Delta Pi Lecture Series. Free Press.
Dubowitz, H., Papas, M. A., Black, M. M., & Starr, R. H. (2002). Child neglect: Outcomes in high-risk urban preschoolers. Pediatrics, 109(6), 1100-1107. doi:10.1542/peds.109.6.1100
École de cirque de Verdun. (2017, May 2). Reportage de Radio Canada Sport sur Gabriel 
Beauchamp [Video]. YouTube. https://www.youtube.com/watch?v=kBJkP_IgDQ4
Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 98. doi:10.1186/1479-5868-10-98
Expatica. (2023, April 26). Secondary schools in Switzerland | Expatica. Expatica Switzerland. 
https://www.expatica.com/ch/education/children-education/switzerland-secondary-school-220765/
Evans, B., Horton, J., & Skelton, T. (Eds.). (2016). Play and recreation, health and wellbeing. Springer Singapore. doi:10.1007/978-981-4585-51-4
Faltus, J., & Richard, V. (2022). Considerations for the Medical Management of the Circus Performance Artist and Acrobat. International journal of sports physical therapy, 17(2), 307–316. doi.org/10.26603/001c.31645
Fels, L. (1998). In the Wind, Clothes Dance on a Line. JCT: Journal of Curriculum Theorizing, 14 (1), 27-36.
Fels, L. (2015). Performative inquiry: Reflection as a scholarly pedagogical act. In Linds, W. & Vettraino, E. (Eds.). Playing in a house of mirrors: Applied theatre as reflective pedagogical practice. Rotterdam, The Netherlands: Sense.
Funk, A., M. (2017). Circus Education in Québec: Balancing Academic And Kinaesthetic Learning Objectives Through an Artistic Lens. Master thesis dissertation. Concordia University.  	
Funk, A. (2021). Risky play and the global rise in youth circus. In G. Arrighi & J. Davis (Eds.), The Cambridge companion to the circus (1) 203–215. Cambridge University Press. doi:10.1017/9781108750127.014
Funk, A. (2021). Circus education in Québec: Balancing academic and kinaesthetic learning objectives. In, The Cambridge companion to the circus. doi:10.1017/9781108750127
Furman, W., & Rose, A. J. (2015). Friendships, romantic relationships, and peer relationships. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes. John Wiley & Sons, Inc, 932-974. doi:10.1002/9781118963418.childpsy322
Fusar-Poli, P. (2019). Integrated mental health services for the developmental period (0 to 25 years): A critical review of the evidence. Frontiers in Psychiatry, 10, 355. doi:10.3389/fpsyt.2019.00355
Gagné, M., Ryan, R., & Bargmann, K. (2003). Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts. Journal of Applied Sport Psychology, 15, 372-390. doi: 10.1080/714044203
Gennings, E. K., Brown, H. J., & Hewlett, D. (2021). Constructing a definition: Adolescent wellbeing from the perspective of the child and expert. International Journal of Wellbeing, 11(1), 69–88. doi:10.5502/ijw.v11i1.1461
Gibson, T. (2021). Frederick’s experiment - Signs of the times. Signs of the Times. 
https://signsofthetimes.org.au/2018/08/fredericks-experiment/
Bakırcı, H., Bilgin, A. K., & Simsek, A. (2011). The effects of simulation technique and worksheets on formal operational stage in science and technology lessons. Procedia-social and behavioral sciences, 15, 1462-1469. 
Graham, A., Canosa, A., Boyle, T., Moore, T., Taylor, N., Anderson, D., & Robinson, S. (2022). Promoting students’ safety and wellbeing: Ethical practice in schools. The Australian Educational Researcher. doi:10.1007/s13384-022-00567-8
Greenfools Theatre Society. (2021, October 13). Education - Green Fools Theatre Society. Green 
Fools Theatre Society. https://greenfools.com/services/education/


Greenspan, S., Munro, D., Nicholas, J., Stubbes, J., Stuckey, M., & Van Rijn, R., M. (2022). Circus-¬specific extension of the International Olympic Committee 2020 consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport. BMJ Open Sport & Exercise Medicine, 8(3), 1-10. doi: 10.1136/bmjsem-2022-001394
Griffith, A. N., Larson, R. W., & Johnson, H. E. (2018). How trust grows: Teenagers’ accounts of forming trust in youth program staff. Qualitative Psychology, 5(3), 340-357. doi:10.1037/qup0000090
Hargreaves, D. J., & Davies, G. M. (1996). The development of risk-taking in children. Current Psychology, 15(1), 14-29. doi:10.1007/BF02686930
Harper, N. J. (2017). Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective. Child & Youth Services, 38(4), 318-334. doi:10.1080/0145935X.2017.1412825
Heller, C., & Taglialatela, L,. A. (2018). Circus Arts Therapy® fitness and play therapy program shows positive clinical results. International Journal of Play Therapy, 27(2), 69-77. doi:10.1037/pla0000068
Hojjat, M., & Moyer, A. (Eds.). (2017). The psychology of friendship. Oxford University Press.
Holland, S. (2010). Pole Dancing, Empowerment and Embodiment. Palgrave Macmillan UK. doi:10.1057/9780230290433
Jackson II, R., L., Drummond, D., K., Camara, S. (2007). What is qualitative research? Qualitative Research Reports in Communication, 8(1), 21-28. doi:10.1080/17459430701617879
Jefferies, P., Ungar, M., Aubertin, P., Kriellaars, D. (2019). Physical literacy and resilience in children and youth. Frontiers in Public Health, 7 (346). doi: 10.3389/fpubh.2019.00346
Jürgens, A.-S., & Hildbrand, M. (2022). Circus and the avant-gardes: History, imaginary, innovation (1st ed.). Routledge. doi:10.4324/9781003163749
Ioannidou, F., & Konstantikaki, V. (2008). Empathy and emotional intelligence: what is it really about? International Journal of Caring Science, 1(3), 118-123.
Jadon, P., S, & Tripathi, S. (2017). Effect of authoritarian parenting style on self
esteem of the child: a systematic review. International Journal of Advance Research and Innovative Ideas in Education, 3(3), 909-913.
Johnson, J., C., Avenarius, C., & Weatherford, J. (2006). The active participant-observer: applying social role analysis to participant observation. Filed Methods, 18(2), 111-134. doi: 10.1177/1525822X05285928
Kiez, T. (2015) The Impact of Circus Arts Instruction on the Physical Literacy of Children in Grades 4 and 5. The University Manitoba. 
Kim, J., H. (2015). Kinaesthetic Empathy as Aesthetic Experience of Music. A Phenomenological Approach. Les Cahiers Philosophiques de Strasourg, 38, 119-138. doi: 10.4000/cps.446
Kohlberg, J. (2004). Identity in adolescence. The balance between self and other. Routledge.
Krishnan, V., & Krishnan, V. (2010). Early child development: A conceptual model. Early Child Development Mapping Project Alberta.
Kumar et al., (2020). Influence of physical education and sports in promoting social values among teenagers. American Journal of Multidisciplinary Research & Development (AJMRD), 2(10), 23-25. 
Kuppens, S., Ceulemans, E. (2019). Parenting styles: A closer look at a well-known concept. Journal of Child and Family Studies, 28(1), 168-181. doi:10.1007/s10826-018-1242-x
Kvalnes, Ø., Hansen Sandseter, E. B. (2023). Risky play: An ethical challenge. Springer International Publishing. doi:10.1007/978-3-031-25552-6
Lachmann, T., & Weis, T. (Eds.). (2018). Reading and dyslexia: From basic functions to higher order cognition (16). Springer International Publishing. doi:10.1007/978-3-319-90805-2
Langlois, A. J. (2014). Post-Secondary Circus School Graduates Perspectives of Curriculum (Unpublished masters thesis). McGill University, Montreal, Canada.
Laursen, B., & Hartl, A. C. (2013). Understanding loneliness during adolescence: Developmental changes that increase the risk of perceived social isolation. Journal of Adolescence, 36(6), 1261-1268. doi:10.1016/j.adolescence.2013.06.003
Lavers, K., Burtt, J., & Bochud, E. (2022). Cirqiniq: The decolonising of social circus in Nunavik. Theatre, Dance and Performance Training, 13(2), 180-195. doi:10.1080/19443927.2022.2052174
Lavers, K., Leroux, L. P., & Burtt, J. (2020). Contemporary circus (1st ed.). Routledge. doi: 10.4324/9781315564074
Lavrysen, A., Bertrands, E., Leyssen, L., Smets, L., Vanderspikken, A., & De Graef, P. (2017). 
Risky-play at school. Facilitating risk perception and competence in young children. European Early Childhood Education Research Journal, 25(1), 89–105. doi: 10.1080/1350293X.2015.1102412
Leyton, P. (2021). Gravity matters: Circus as a device. An approach on staging the relationship between human beings and gravity. Panoptikum, 25, 53–67. doi:10.26881/pan.2021.25.03
Linds, W., Hyslop, M., Goulet, L., & Eduardo Jasso Juárez, V. (2018). Weechi metuwe mitotan: playing games of presence with Indigenous youth in Saskatchewan, Canada. International Journal of Play, 7(1), 41-59. doi:10.1080/21594937.2018.1437340
Liu., J., You, Q., Wei, M., Wang, Q., Luo, Z., Lin, S., Huang, L., Li, S., Li, X., & Gao, T.(2014). Social isolation during adolescence strengthens retention of fear memories and facilitates induction of late-phase long-term potentiation. Molecular Neurobiology, 52,1421-1429. doi: 10.1007/s12035-014-8917-0
Livazović, G. (2017). Role of family, peers and school in externalised adolescent risk behaviour. Hrvatska revija za rehabilitacijska istraživanja, 53, 186-203.
Lund, S., Riiser, K., & Løndal, K. (2023). Children’s experiences with outdoor, physically active play in after-school programs. American Journal of Play, 15 (1), 35-59. 
Marcia, J., E. (1980). Identity in adolescence. Handbook of adolescence psychology. 
Willey and Sons.
Meilman, A. (2018). Circus arts as expressive arts therapy. Expressive Therapies Capstone 
Theses. https://digitalcommons.lesley.edu/expressive_theses/42
Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61(3), 192-203. doi:10.1037/0003-066X.61.3.192
Murphy, C. (2022). Vygotsky and science education. Springer International Publishing. doi:10.1007/978-3-031-05244-6
Nelson, R. (Ed.). (2013). Practice as research in the arts: Principles, protocols, pedagogies, resistances. Palgrave Macmillan. doi.org/10.1057/9781137282910
Opfermann, L. (2019). Language, trust and transformation: exploring theatre as a research 
method with migrant youth. International Journal of Social Research Methodology, 23(2), 139-153. doi:10.1080/13645579.2019.1645386
Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23(1), 15–28. doi:10.1177/1088357608314370
Pedaste, M., Mäeots, M., Siiman, L. A., Jong, T. D., Riesen, S. A., Kamp, E. T., . . . Tsourlidaki, 
E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi:10.1016/j.edurev.2015.02.003
Pellegrini, A., D. (2009). Play: what is it? The Role of Play in Human Development, 6-20. doi: 
10.1093/acprof: oso/9780195367324.003.0002
Perahia, M., Rivard, J., & Leroux, P. (2023). Cirque Hors Piste à l’ère Covid-19 : incubateur de nouvelles pratiques sociales et artistiques. Life and Science, 1-18.
Perahia, M., & Rivard, J. (2020). La performance du cirque alternatif montréalais comme espaces de changement de perception de la Marginalité. L’example du spectacle Le Cabaret Du Corps Dada. Nouvelles Pratique Sociales, 31(1),130-142. doi:10.7202/1069918ar
Physical Literacy Instructor Program - Physical literacy. (2021, August 27). Physical literacy. 
https://physicalliteracy.ca/physical-literacy-instructor-program/
Piaget, J. (1951) Play, Dreams and Imitation in Childhood. Routledge & Kegan Paul, London.
Poczwardowski, A., Barott, J., E., & Henschen, K., P. (2002). The athelete and coach: their relationship and its meaning. Results of an interpretive study. International Journal of Sport Psychology, 33(1), 116-140. 
Reynolds, D., & Reason, M. (Eds). (2012). Kinesthetic empathy in creative and cultural practice. Intellect Bristol. 
Rivard, J., & Mercier, C. (2009). Le cirque du monde et la Nation Atikamekw: Une expression du mouvement paradigmatique autour des jeunes qui vivent des difficultés. International Journal of Canadian Studies, 39–40, 39. doi:10.7202/040822ar
Rusu, M. (2017). Empathy and communication through art. Review of Artistic Education, 14(1), 139-146. doi:10.1515/rae-2017-0018
Ryan, A. M., Daum, D., Bauman, T., Grisez, M., Mattimore, K., Nalodka, T., & McCormick, S. (1995). Direct, indirect, and controlled observation and rating accuracy. Journal of Applied Psychology, 80(6), 664-670. doi:10.1037/0021-9010.80.6.664
Sandseter, E. B. H. (2009). Affordances for risky play in preschool: The importance of features in the play environment. Early Childhood Education Journal, 36(5), 439-446. doi:10.1007/s10643-009-0307-2
Sanvictores, T., & Mendez, M., D. (2022). Types of parenting styles and effects on children. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK568743/
Scabini, E., & Galimberti, C. (1995). Adolescents and young adults: a transition in the family. Journal of Adolescence, 18(5), 593–606. doi:10.1006/jado.1995.1041 
Schorr, S. (2021). Using tole method and therapeutic circus arts with adults to create a meaningful performance. Expressive Therapies Capstone Theses. https://digitalcommons.lesley.edu/expressive_theses/405
Sechs. (2023). Spectacle annuel de cirque 2023 - École primaire Horizon-Soleil. 
École Primaire Horizon-Soleil. https://horizon-soleil.cssmi.qc.ca/nouvelles/spectacle-annuel-de-cirque-2023/
Seymour, K. (2012). How Circus Training Can Enhance the wellbeing of Autistic Children and Their Families. Griffith University.  
Shepherd, S., & Wallis, M. (2004). Drama/Theatre/Performance, 1. Routledge. doi: 
10.4324/9780203645178
Simons, G., & Baldwin, D. S. (2021). A critical review of the definition of ‘wellbeing’ for doctors and their patients in a post Covid-19 era. International Journal of Social Psychiatry, 67(8), 984–991. doi:10.1177/00207640211032259
Simply Psychology. (n.d.). Research methodology - simply Psychology. 
https://www.simplypsychology.org/research-methodology/#
Snow, S., D’Amico, M., & Tangauy, D. (2003). Therapeutic theatre and well-being. The Arts in 
Psychotherapy, 30, 73-82. doi:10.1016/S0197-4556 (03)00026-1
Spiegel, J. B. (2016). Social circus: The cultural politics of embodying “Social Transformation.” TDR/The Drama Review, 60(4), 50–67. doi:10.1162/DRAM_a_00595
Spiegel, J. B. (2021). Social circus: The rise of an inclusive movement for collective creativity. In G. Arrighi & J. Davis (Eds.), The Cambridge companion to the circus 1, 216–228. Cambridge University Press. doi:10.1017/9781108750127.015
Spiegel, J. B., Ortiz Choukroun, B., Campaña, A., Boydell, K. M., Breilh, J., & Yassi, A. (2019). Social transformation, collective health and community-based arts: ‘Buen Vivir’ and Ecuador’s social circus programme. Global Public Health, 14 (6–7), 899–922. doi:10.1080/17441692.2018.1504102
Thomas, P. A., Liu, H., & Umberson, D. (2017). Family relationships and well-Being. innovation in aging, 1(3). doi:10.1093/geroni/igx025
Topçiu, M., & Myftiu, J. (2015). Vygotsky theory on social interaction and its influence on the development of pre-school children. European Journal of Social Sciences Education and Research, 4(1), 172. https://doi.org/10.26417/ejser.v4i1.p172-179
Turner, S., & Harder, N. (2018). Psychological safe environment: A concept analysis. Clinical Simulation in Nursing, 18, 47-55. doi:10.1016/j.ecns.2018.02.004
USAHello. (2022, June 10). A guide to the US education levels | USAHello. 
https://usahello.org/education/children/grade-levels/
Van Es, V., Rommes, E., & De Kwaadsteniet, L. (2019). Building resilience by becoming a 
circus arts. Journal of Refugee studies, 34(1). doi:10.1093/jrs/fez091 
Veraksa, N., & Samuelsson, I, P. (Eds.). (2022). Piaget and Vygotsky in XXI century: 
Discourse in early childhood education (4). Springer International Publishing. doi:10.1007/978-3-031-05747-2
Verenikina, D. I., Harris, P., Lysaght, P. (2003). Child’s play: Computer games, theories of play and children’s development. Young Children and Leaning Technologies. 
Westrupp, E. M., Macdonald, J. A., Bennett, C., Havighurst, S., Kehoe, C. E., Foley, D., Berkowitz, T. S., King, G. L., & Youssef, G. J. (2020). The child and parent emotion study: Protocol for a longitudinal study of parent emotion socialization and child socioemotional development. BMJ Open, 10(10). doi:10.1136/bmjopen-2020-038124
White, R. L., & Bennie, A. (2015). Resilience in youth sport: A qualitative investigation of gymnastics coach and athlete perceptions. International Journal of Sports Science & Coaching, 10 (2–3), 379-393. doi:10.1260/1747-9541.10.2-3.379
Wrosch, C., Scheier, M. F., Miller, G. E., Schulz, R., & Carver, C. S. (2003). Adaptive self-regulation of unattainable goals: Goal disengagement, goal reengagement, and subjective well-being. Personality and Social Psychology Bulletin, 29(12), 1494-1508. doi:10.1177/014616720325692
Yakhlef, A. (2010). The corporeality of practice-based learning. Organization Studies, 31(4), 409-430. doi: 10.1177/0170840609357384