Abstracts
Résumé
Les activités parascolaires sont reconnues comme un contexte privilégié pour développer des relations sociales de qualité avec les pairs et les adultes. Toutefois, la façon dont ces relations se déploient et contribuent au développement positif des jeunes demeure méconnue, particulièrement chez ceux et celles présentant des difficultés socio-émotionnelles. Cette étude vise donc à examiner le déploiement des relations avec les pairs et les adultes au sein d’un programme parascolaire artistique spécialement conçu pour des jeunes vivant avec des difficultés socio-émotionnelles ainsi que l’influence du vécu relationnel sur l’expérience de participation et les effets perçus. Dix-huit participantes et participants au programme ont rempli des questionnaires auto-rapportés à quatre temps de mesure et ont participé à des entrevues semi-dirigées à la fin du programme. Les résultats quantitatifs indiquent que, globalement, les participantes et les participants ont perçu positivement les relations entre les pairs et les adultes, ainsi que le climat relationnel au sein du programme, et que cette perception s’est améliorée significativement en cours de session. L’analyse thématique des propos des jeunes a permis de décrire plus richement le vécu relationnel en cours de programme et sa contribution à l’expérience de participation ainsi qu’au bien-être et au fonctionnement des jeunes. Des pistes pour concevoir des programmes qui favorisent le développement de relations sociales positives sont évoquées.
Mots-clés :
- Jeunes,
- relations sociales,
- difficultés sociales et émotionnelles,
- activité parascolaire,
- arts
Abstract
Extracurricular activities are recognized as a privileged context for developing quality social relationships with peers and adults. However, little is known about how these relationships unfold and contribute to positive youth development, particularly among adolescents with socio-emotional difficulties. Therefore, the aim of this study is to investigate how relationships with peers and adults unfold within an extracurricular art program especially tailored to youth living with socio-emotional difficulties, as well as the influence of these relationships on the participants’ experience and perceived effects. Eighteen program participants completed self-reported questionnaires at four time points and took part in post-program semi-structured interviews. Quantitative results indicate that participants’ overall perception of relationships between peers and with adults, as well as of the relational climate within the program, was positive and that this perception improved significantly over the course of the session. A thematic analysis of youth speech allowed to describe these relational aspects more richly along with their contribution to program experience, youth well-being and functioning. Avenues for designing programs that foster the development of positive social relationships are suggested.
Keywords:
- Youth,
- social relationships,
- social and emotional difficulties,
- extra-curricular activities,
- arts
Appendices
Bibliographie
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