Résumés
Résumé
La présente étude propose d’examiner les liens entre la capacité d’empathie, les comportements pro-sociaux, les biais de mentalisation et les troubles de comportement (TC) chez les garçons âgés de 7 à 12 ans. Pour ce faire, 51 garçons présentant divers niveaux de TC et leurs parents ont participé à la recherche. Les enfants ont rempli des questionnaires autoadministrés concernant l’empathie et les biais de mentalisation. Pour leur part, les parents ont rempli des questionnaires relatifs à l’empathie, aux comportements pro-sociaux et aux TC manifestés par leurs enfants. Les résultats démontrent que les biais de mentalisation négatifs et les comportements pro-sociaux prédisent 24,5 % de la variance des TC. La capacité d’empathie quant à elle serait une variable médiatrice entre les comportements pro-sociaux et la présence des TC. Les résultats de la recherche permettront d’ajuster les programmes de prévention des TC et les interventions offertes aux enfants d’âge scolaire présentant ces troubles.
Mots-clés :
- empathie,
- biais de mentalisation,
- comportements pro-sociaux,
- troubles de comportement,
- enfants
Abstract
This study examines the relationship between empathy, pro-social behaviour, mentalization bias, and behavioural disorders (BD) in 7 to 12-year-old boys. Fifty-one boys, presenting different levels of BD, and their parents, participated in the research. Children completed self-administered measures on empathy and mentalization bias. The parents completed questionnaires on empathy, pro-social behaviour, and BD regarding their children. The results show that negative mentalization bias and pro-social behaviour predict 24.5 % of the BD’s variance. Empathy would be considered a mediating variable between pro-social behaviour and BD. The results would be used to improve prevention programs and interventions offered to school-age children with BD.
Keywords:
- empathy,
- mentalization bias,
- pro-social behaviour,
- behavioural disorder,
- children
Parties annexes
Bibliographie
- Achenbach, T. M. et Rescorla, L. A. (2001). Manual for the ASEBA school-age forms et profiles. Burlington, Vermont : University of Vermont, Research Center for Children, Youth et Families.
- Alessandri, G., Caprara, G. V., Eisenberg, N. et Steca, P. (2009). Reciprocal relations among self-efficacy beliefs and prosociality across time. Journal of Personality, 77(4), 1229-1259.
- Allen, J. G., Fonagy, P. et Bateman, A. W. (2008). Mentalizing in clinical practice. Arlington, VA : American Psychiatric Publishing, Inc.
- American Psychiatric Association. (2000). DSM-IV-TR : Manuel diagnostique et statistique des troubles mentaux, texte révisé (4e éd.) (Washington, D.C, 2000). Traduction française par J. D. Guelfi et collab., Paris, France : Masson.
- Arsenio, W. et Fleiss, K. (1996). Typical and behaviourally disruptive children’s understanding of the emotional consequences of socio-moral events. British Journal of Developmental Psychology, 14, 173-186.
- Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. doi : 10.1037/0033-2909.121.1.65
- Barkley, R. A. (2006). Attention-deficit hyperactivity disorder. A handbook for diagnosis and treatment (3e éd.). New York : Guilford Press.
- Baron-Cohen, S. et Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163-175.
- Batson, C. D. (1998). Altruism and prosocial behaviour. Dans D. T. Gilbert, S. T. Fiske et G. Lindzey (Éds.), Handbook of social psychology (vol. 2, p. 282-316). Boston : McGraw-Hill.
- Baving, L., Rellum, T., Laucht, M. et Schmidt, M. H. (2006). Children with oppositional-defiant disorder display deviant attentional processing independent of ADHD symptoms. Journal of Neural Transmission 113(5), 685-693. doi : 10.1007/s00702-005-0345-x
- Behling, O. et Law, K. S. (2000). Translating questionnaires and other research instruments: Problems and solutions. London : Sage Publications.
- Bjorkqvist, K. et Osterman, K. (2000). Social intelligence, empathy, aggression? Aggression and Violent Behavior, 5, 191-200.
- Blair, R. J. R., Colledge, E. et Mitchell, D. G. V. (2001). Somatic markers and response reversal: Is there orbitofrontal cortex dysfunction in boys with psychopathic tendencies? Journal of Abnomal Child Psychology, 29, 499-511.
- Blair, R. J. R., Peschardt, K. S., Budhani, S., Mitchell, D. G. V. et Pine, D. S. (2006). The development of psychopathy. Journal of Child Psychology and Psychiatry, 7(3-4), 262-275.
- Bradley, C. (1994). Handbook of psychology and diabetes: A guide to psychological measurement in diabetes research and practice. Switzerland : Harwood Academic Publisher.
- Bretherton, I., Fritz, J., Zahn-Waxler, C. et Ridgeway, D. (1986). Learning to talk about emotions: A functionalist perspective. Child Development, 56, 529-548.
- Bryant, B. K. (1982). An index of empathy for children and adolescents. Child Development, 53, 413-425.
- Carlo, G. et Randall, B. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 31-44.
- Chevalier, N. (2010). Les fonctions exécutives chez l’enfant : concepts et développement. Canadian Psychology, 51(3), 149-163.
- Cialdini, R. B., Brown, S. L., Lewis, B. P., Luce, C. N. et Steven, L. (1997). Reinterpreting the empathy-altruism relationship: When one into one equals oneness. Journal of Personality and Social Psychology, 73 (3), 481-494.
- Crick, N. R. et Dodge, K. A. (1996). Social information-processing mechanisms on reactive and proactive aggression. Child Development, 67, 993-1002.
- D’Ambrosio, F., Olivier, M., Davina, D. et Besche, C. (2009). The basic empathy scale: A french validation of a measure of empathy in youth. Personality and Individual Differences, 46(2), 160-165.
- Dadds, M. R., Hunter, K., Hawes, D. J., Frost, A. D. J., Vassallo, S., Bunn, P., Merz, S. et El Masry, Y. (2008). A measure of cognitive and affective empathy in children using parents ratings. Child Psychiatry and Human Development, 39, 111-122.
- De Waal, F. B. M. (2008). Putting the altruism back into altruism: The evolution of empathy. Annual Review of Psychology, 59, 279-300.
- Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51, 162-170.
- Dodge, K. A. (1983). Social-cognitive mechanisms in the development of conduct-disorder and depression. Annual Review of Psychology, 44, 559-584.
- Dodge, K. A. et Frame, C. L. (1982). Aggressive boys. Child Development, 53, 620-635.
- Dodge, K. A., Laird, R., Lochman, J. E. et Zelli, A. (2002). Multidimensional latent-construct analysis of children’s social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14(1), 60-73.
- Domon-Archambault, V. et Terradas, M. M. (2012). Manuel de formation aux interventions axées sur la mentalisation destiné aux éducateurs des centres jeunesse. Document inédit. Université de Sherbrooke, Canada.
- Eisenberg, N., Fabes, R. A. et Spinrad, T. L. (2006). Prosocial behaviour. Dans W. Damon, R. M. Lerner et N. Eisenberg (dir.), Handbook of child psychology: Social, emotional, and personality development (6e éd., vol. 3, pp. 646-718). New York : Wiley.
- Ensink, K. et Mayes, L. C. (2010). The development of mentalisation in children from a theory of mind perspective. Psychoanalytic Inquiry, 30, 301-337.
- Evans, I. M., Heriot, S. A. et Friedman, A. G. (2002). A behavioural pattern of irritability, hostility, and inhibited empathy in children. Clinical Child Psychology and Psychiatry, 7, 211-224.
- Fabes, R. A., Eisenberg, N. et Eisenbud, L. (1993). Behavioral and physiological correlates of children’s reactions to others in distress. Developmental Psychology, 29(4), 655-663.
- Fabes, R. A., Eisenberg, N., Karbon, M., Troyer, D. et Switzer, G. (1994). The relations of children’s emotion regulation to their vicarious emotional responses and comforting behaviors. Child Development, 65(6), 1678-1693.
- Fonagy, P. (1995). Playing with reality: The development of psychic reality and its malfunction in borderline personalities. International Journal of Psychoanalysis, 76, 39-45
- Fonagy, P. (2003). Toward a developmental understanding of violence. British Journal of Psychiatry, 183, 190-192.
- Fonagy, P., Gergely, G., Jurist, E. L. et Target, M. (2002). Affect regulation, mentalization, and the development of the self. New York : Other Press.
- Fonagy, P., Steele, M., Steele, H., Moran, G. S. et Higgitt, A. C. (1991). The capacity for understanding mental states: The reflective self in parent and child and its significance for security of attachment. Infant Mental Health Journal, 12(3), 201-219.
- Fonagy, P. et Target, M. (2006). The mentalization-focused approach to self pathology. Journal of Personality Disorders, 20(6), 544-576.
- Fortin, L., Marcotte, D., Royer, E. et Potvin, P. (2000). Les facteurs discriminants sur les plans personnel, familial et scolaire entre les troubles du comportement intériorisés, extériorisés et concomitants chez des élèves de première secondaire. Revue des sciences de l’éducation, 26, 197-218.
- Girard, E., Terradas, M. M. et Achim, J. (2012a). Griffith Empathy Measure : traduction française. D’après la version originale de M. R. Dadds, K. Hunter, D. J. Hawes, A. D. J. Frost, S. Avassallo, P. Bunn, S. Merz et Y. El Masry (2007). Document inédit. Université de Sherbrooke, Canada.
- Girard, E., Terradas, M. M. et Achim, J. (2012b). Prosocial Tendencies Measure : traduction française. D’après la version originale de G. Carlo et B. Randall (2002). Document inédit. Université de Sherbrooke, Canada.
- Girard, E., Terradas, M. M. et Achim, J. (2012c). Mentalizing Task : traduction française. D’après la version originale de C. Sharp, T. J. Croudace et I. M. Goodyer (2007). Document inédit. Université de Sherbrooke, Canada.
- Girard, E., Terradas, M. M. et Matte-Gagné, C. (soumis). Empathie, comportements pro-sociaux et troubles de comportement chez les enfants. Enfance.
- Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY : Bantam Books.
- Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581-586.
- Greenberg, M. T., Kusche, C. A., Speltz, M. (1991). Emotional regulation, self-control, and psychopathology : The role of relationships in early childhood. Dans D. Cicchetti et S. L. Toth (dir.), Internalizing and externalizing expressions of dysfunction (pp. 21-55). Hillsdale, New Jersey : Lawrence Erlbaum Associates, Inc.
- Greene, R. W. et Doyle, A. E. (1999). Toward a transactional conceptualization of oppositional defiant disorder: Implications for assessment and treatment. Clinical Child and Family Psychology Review, 2, 129-148.
- Harman, C., Rothbart, M. K. et Posner, M. I. (1997). Distress and attention interactions in early infancy. Motivation and Emotion, 21, 27-43.
- Hoffmann, M. L. (2001). Toward a comprehensive empathy-based theory of prosocial moral development. Dans A. C. Bohart et D. J. Stipek (dir.), Constructive and destructive behaviour (p. 61-86). Washington, DC : American Psychological Association.
- Hugues, C., Dunn, J. et White, A. (1998). Trick or treat?: Pattern of cognitive performance and executive function among “hard to manage” preschoolers. Journal of Child Psychology and Psychiatry, 39, 981-994.
- Hugues, C., White, A., Sharpen, J. et Dunn, J. (2000). Antisocial, angry and unsympathetic: “Hard-to-manage” peer problems and possible cognitive influences. Journal of Child Psychology and Psychiatry, 41(2), 169-179.
- Jolliffe, D. et Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29(4), 589-611.
- Jurist, E. L. (2005). Mentalized affectivity. Psychoanalytic Psychology, 22 (3), 426-444.
- Kozéki, B. et Berghammer, R. (1992). The role of empathy in the motivational structure of school children. Personality and Individual Differences, 13(2), 191-203.
- Krebs, D. L. et Van Hesteren, F. (1994). The development of altruism: Toward an integrative model. Developmental Review, 14, 103-158.
- Lafortune, D. (2008). Relation d’aide en criminologie. Document inédit, Université de Montréal, Canada.
- Lanzetta, J. T. et Englis, B. G. (1989). Expectation of cooperation and competition and theirs effects on observers’ vicarious emotional responses. Journal of Personality and Social Psychology, 56, 543-554.
- Massé, L., Desbiens, N. et Lanaris, C. (2006). Les définitions cliniques des principales difficultés d’adaptation psychosociales à l’école. Dans L. Tousignant (dir.), Les troubles de comportements à l’école. Prévention, évaluation et intervention (pp. 2-4). Montréal : Gaëtan Morin.
- Midgley, N. et Vrouva, I. (2012). Minding the child: Mentalization-based interventions with children, young people and their families. New York, NY : Routledge/Taylor et Francis Group.
- Miller, P. A. et Jansen op de Haar, M. A. (1997). Emotional, cognitive, behavioral, and temperament characteristics of high-empathy children. Motivation and Emotion, 21(1), 109-125.
- Ministère de l’Éducation, du Loisir et du Sport du Québec (2010). Document d’appui à la réflexion : rencontre sur l’intégration des élèves handicapés ou en difficulté. Repéré à http://www.mels.gouv.qc.ca/sections/publications/index.asp?page=ficheetid=1587.
- Mize, J. et Pettit, G. S. (2008). Social information processing and the development of conduct problems in children and adolescents: Looking beneath the surface. Dans C. Sharp, P. Fonagy et I. M. Goodyer (dir.), Social cognition and developmental psychopathology (p. 141-174). Oxford : Oxford University Press.
- Penner, I. A., Dovidio, J. E., Piliavin, J. A. et Schroeder, D. A. (2005). Prosocial behaviour: Multilevel perspectives. Annual Review of Psychology, 56, 365-392.
- Preston, S. D. et de Waal, F. B. M. (2002). Empathy: Its ultimate and proximate bases. Behavioral and Brain Sciences, 25(1), 1-20.
- Sharp, C. (2006). Mentalizing problems in childhood disorders. Dans J. G. Allen et P. Fonagy (dir.), Handbook of mentalization-based treatment (p. 101-121). Chichester : John Wiley et Sons.
- Sharp, C., Croudace, T. J. et Goodyer, I. M. (2007). Biased mentalizing in children aged seven to 11: Latent class confirmation of response styles to social scenarios and associations with psychopathology. Social Development, 16(1), 181-202.
- Slade, A. (2006). Reflexive parenting program: Theory and development. Psychonalytic Inquiry, 26, 640-657.
- Stetson, E. A. (1998). The development and validation of the empathic perspective taking scale (Thèse de doctorat inédite). Université de Denver, Colorado.
- Strayer, J. et Roberts, W. (1989). Children’s empathy and role taking: Child and parental factors, and relations to prosocial behavior. Journal of Applied Developmental Psychology, 10(2), 227-239.
- Tardif, D., Joncas, B., Landry, L., Paquette, G., Leblanc, C., Gagnon, H., Bouffard, T. et Lafortune, L. (2003). Chantier sur la réussite des garçons, journée d’étude : un outil pour amorcer la réflexion. Document inédit, Québec, Canada.
- Tremblay, R. et Royer, E. (1992). L’identification des élèves qui présentent des troubles du comportement et l’évaluation de leurs besoins. Rapport présenté au ministère de l’Éducation, Direction de l’adaptation scolaire et des services complémentaires. Document inédit, Québec, Canada.
- Twemlow, S., Fonagy, P. et Sacco, F. (2004). The role of the bystander in the social architecture of bullying and violence in schools and communities. Annals of New York Academy of Sciences, 1036, 215-232.
- Twemlow, S. W. et Fonagy, P. (2005). A note on teachers who bully students in schools with differing levels of behavioral problems. American Journal of Psychiatry, 162 (12), 2387-2389.
- Verheugt-Pleiter, A. J. E., Zevalkink, J. et Schmeets, M. G. J. (2008). Mentalizing in child therapy: Guidelines for clinical practitioners. London, England Karnac Books.
- Vitaro, F. et Gagnon, C. (2008). Prévention des problèmes d’adaptation. Tome II : les problèmes externalisés. Québec : Presses de l’Université du Québec.
- Wellman, H. M. et Lagattuta, K. H. (2000). Developing understanding of mind. Dans S. Baron-Cohen, H. Tager-Flusberg et D. J. Cohen (dir.), Understanding other’s minds: Perspectives from developmental cognitive neurosciences (p. 21-50). Oxford, England: Oxford University Press.
- Wied, M., Goudena, P. P. et Matthys, W.. (2005). Empathy in boys with disruptive behavior disorders. Journal of Child Psychology and Psychiatry, 46(8), 867-880.
- Winnicott, D. W. (1971). Playing and reality. New York : Basic Books.
10.7202/032034ar