Abstracts
Résumé
L’agitation, l’impulsivité, l’opposition, la provocation, l’agressivité et l’instabilité émotionnelle sont des comportements externalisés typiques des enfants d’âge préscolaire et scolaire. Lorsqu’ils sont fréquents et intenses, les enseignants les jugent « difficiles » car ils sont de nature à entraver les apprentissages de l’enfant ainsi que son intégration sociale auprès du groupe de pairs. L’épidémiologie des troubles externalisés est telle que la plupart des enseignants y sont régulièrement confrontés. Beaucoup d’entre eux se sentent pourtant démunis face à ce type d’enfants. Certains éprouvent un sentiment d’incompétence, d’autres s’engagent au contraire dans une quête ininterrompue de solutions qui les amènent parfois à sortir de leur rôle. Le protocole d’accompagnement proposé dans cette contribution s’inscrit dans le cadre conceptuel de la psychopathologie du développement et a pour but de fournir une série de 12 étapes successives qui amènent l’enseignant à prendre un rôle actif, à s’entourer de « co-éducateurs » du milieu scolaire et du milieu familial, à se centrer sur un nombre limité d’objectifs opérationnels, et à évaluer la portée de son intervention auprès de l’enfant. Le protocole vise encore à instaurer cet accompagnement au niveau de l’établissement scolaire afin d’augmenter la consistance et l’efficacité de la démarche.
Mots-clés :
- comportements externalisés,
- coéducation,
- milieu scolaire,
- temporalité
Abstract
Agitation, impulsivity, opposition, provocation, aggression and emotional instability are typical externalized behavior of young preschool and school age children. When they are both frequent and intense, teachers consider them as « hard to manage » because they are likely to prevent children’s social integration with peers as well as learning outcomes. The epidemiology of externalizing problems is such that most of the teachers are regularly concerned with hard to manage pupils. Some of them feel incompetent and even suffer from burn-out. Others engage instead in a continuous search for solutions which sometimes lead them out of their role. The current approach’s framework is the developmental psychopathology approach. It intends to provide a series of 12 successive steps. The teachers are invited to take an active role, to collaborate with « co-educators » both from the school and the family settings, to focus on a limited number of objectives and to assess their intervention with the child. The protocol also aims to establish this support at the school level in order to increase the consistency and effectiveness of the approach
Keywords:
- externalized behavior,
- coeducation,
- school,
- sequentiality
Appendices
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