Abstracts
Résumé
Cette étude exploratoire avait pour but de décrire l’adaptation scolaire et sociale d’élèves dits à risque en raison de leur exposition soutenue à un niveau élevé de stress familial lorsque l’enfant était âgé de 4 et 7 ans. Parmi les 12 familles les plus stressées, deux groupes distincts d’enfants ont été identifiés sur la base d’indices de problématiques de santé mentale à 7 ans. Ces deux groupes se distinguent clairement par la présence de symptômes intériorisés et des conduites d’hyperactivité dans le groupe dit à risque. Des précurseurs intra-individuels et relationnels à 4 ans pouvant avoir agi comme des facteurs de risque et de protection ont été pris en compte. Des variables concomitantes d’adaptation scolaire, d’estime de soi et de sentiments envers l’école à 7 ans ont également été analysées. Les résultats suggèrent l’importance de la qualité de l’attachement en bas âge et d’un équilibre entre les facteurs positifs et négatifs des pratiques éducatives parentales pour l’adaptation ultérieure de l’élève. De plus, à la suite de notre analyse, il apparaît important de tenir compte de la perception de l’élève dans l’évaluation de son adaptation scolaire et sociale. Ainsi, les résultats sont discutés à la lumière de la problématique actuelle de définition de la résilience.
Mots clés:
- élèves à risque,
- résilience,
- adaptation scolaire,
- stress familial,
- santé mentale
Summary
The aim of this exploratory study is to describe the school and social adaptation of at-risk students between the ages of 4 and 7 in the context of high stress family life. Among the 12 families with the highest stress, the authors identified two distinct groups of children based on the indices of mental health problems at age 7. These two groups were clearly delineated by the presence of internalized symptoms and by hyperactive behaviour in the at-risk group. Some intra-individual and relational pre-cursors at age 4 were considered as risk and as protective factors. Other variables of school adaptation as self esteem and sentiments towards school at age 7 were also analyzed. The results show the importance of the quality of feelings of attachment at a young age and a balance between positive and negative factors of parental educational practices for the student’s future adaptation. Following the analysis, it appears important to take into account a student’s perception in evaluating school and social adaptation. The results are discussed in light of the current definition of resilience.
Key words:
- at-risk students,
- resilience,
- school adaptation,
- family stress,
- mental health
Resumen
Este estudio exploratorio tenía por objetivo describir la adaptación escolar y social de alumnos llamados de riesgo debido a su exposición sostenida a un nivel elevado de estrés familiar cuando el niño tenía ente 4 y 7 años de edad. Dentro de las 12 familias las más estresadas, dos distintos grupos de niños fueron identificados en base a índices de problemáticas de salud mental a los 7 años. Se distinguen claramente estos dos grupos por la presencia de síntomas internalizados y de conductas de hiperactividad en el grupo llamado de riesgo. Fueron tomados en cuenta unos precursores intra-individuales y relacionales a los 4 años que pudieron haber actuado como factores de riesgo y de protección. También fueron analizadas algunas variables concomitantes de adaptación escolar, de autoestima y de sentimientos hacia la escuela a los 7 años. Los resultados sugieren la importancia de la calidad del afecto en edad temprana y de un equilibrio entre los factores positivos y negativos de las prácticas educativas parentales para la adaptación ulterior del alumno. Además, a raíz de nuestro análisis, cabe destacar la importancia de tomar en cuenta la percepción del alumno en la evaluación de su adaptación escolar y social. Así, se estudian los resultados a la luz de la problemática actual de definición de la resiliencia.
Palabras claves:
- alumnos de riesgo,
- resiliencia,
- adaptación escolar,
- estrés familiar,
- salud mental
Appendices
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