Dissertations / Theses on the topic 'Identité (psychologie) – Chez l'enfant – Gabon'
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Ignoumba, Stella. "Enfants des rues impasses familiales et précarité psychique : étude clinique menée au Gabon." Electronic Thesis or Diss., Besançon, 2016. http://indexation.univ-fcomte.fr/nuxeo/site/esupversions/7b41da49-9b03-4b13-92bd-6aab942bd165.
Full textPoverty is often highlighted to explain the presence of children in the streets of poor countries. However, the problem is way more complex. Indeed, some children, even if they don’t have to, prefer to live in the streets despite the hostility of this environment. Furthermore, according to the cultural dimension, their presence in the streets seems incoherent in Sub-SaharanAfrica, because the child “alone” doesn’t exist, he is part of a group, other than his immediate family. How can this presence be explained, then? In order to face this problem we formulated the following hypotheses.1) The “street child” would be in the streets because of a family impasse. 2) The “street child” would adopt paradoxical behaviors that reach their body envelopes in order to survive the hostilityof the environment. Our research took place in Gabon in two stages. The first one is part of a larger study (UNICEF), we administered 300 questionnaires to children and met with 9 families. During the second one, we conducted interviews and observations with 25 children.The analysis was executed in two times:- Firstly, we described these phenomena, we created a portrait of these children, and established their profiles and those of their families by means of a content analysis (Nvivo software)- Secondly, we demonstrated, based on four clinical cases, the child’s difficulty to become autonomous when confronted with a family/culture that’s turned “hybrid”.Our hypotheses are verified with the establishment of different clinical profiles (the “alienated” child, the “pacemaker”,“without psychic envelope”…) that describe an impasse and a psychic precariousness, as well as the construction of a “homesecondskin” as a way of psychic skin. This study allows to contemplate the establishment of new measures where the link “child-family-professional” could find an adjustment when confronted with the incoherence of cultural models
Ignoumba, Stella. "Enfants des rues impasses familiales et précarité psychique : étude clinique menée au Gabon." Thesis, Besançon, 2016. http://www.theses.fr/2016BESA1024/document.
Full textPoverty is often highlighted to explain the presence of children in the streets of poor countries. However, the problem is way more complex. Indeed, some children, even if they don’t have to, prefer to live in the streets despite the hostility of this environment. Furthermore, according to the cultural dimension, their presence in the streets seems incoherent in Sub-SaharanAfrica, because the child “alone” doesn’t exist, he is part of a group, other than his immediate family. How can this presence be explained, then? In order to face this problem we formulated the following hypotheses.1) The “street child” would be in the streets because of a family impasse. 2) The “street child” would adopt paradoxical behaviors that reach their body envelopes in order to survive the hostilityof the environment. Our research took place in Gabon in two stages. The first one is part of a larger study (UNICEF), we administered 300 questionnaires to children and met with 9 families. During the second one, we conducted interviews and observations with 25 children.The analysis was executed in two times:- Firstly, we described these phenomena, we created a portrait of these children, and established their profiles and those of their families by means of a content analysis (Nvivo software)- Secondly, we demonstrated, based on four clinical cases, the child’s difficulty to become autonomous when confronted with a family/culture that’s turned “hybrid”.Our hypotheses are verified with the establishment of different clinical profiles (the “alienated” child, the “pacemaker”,“without psychic envelope”…) that describe an impasse and a psychic precariousness, as well as the construction of a “homesecondskin” as a way of psychic skin. This study allows to contemplate the establishment of new measures where the link “child-family-professional” could find an adjustment when confronted with the incoherence of cultural models
Boundat, Boundat. "L'individualisme : une approche psychosociale des dynamiques représentationnelles et identitaires chez les étudiants et les jeunes diplômés gabonais." Amiens, 2006. http://www.theses.fr/2006AMIE0024.
Full textMcCarthy, Paschale Mary. "Le mutisme sélectif chez les enfants bilingues : un silence éloquent." Paris 7, 2009. http://www.theses.fr/2009PA070079.
Full textSelective mutisme remains an intriguing and little researched phenomenon, particularly from the psychodynamic perspective. Frequently reported in bilingual populations, it seems to suggest a paradox: the choice 0f silence in a world particularly rich in language. Through careful analysis of the case studies of five bilingual,selectively mute children; the underlying issues of identity,identification, mother tongue affiliation, separation anxiety and early attachment are explored and a distinction postulate the child
Haddiya, El Mostafa. "Socialisation et identité : l'enfant rural scolarisé : étude du milieu marocain d'Ahmar." Metz, 1987. http://docnum.univ-lorraine.fr/prive/UPVM_T_1987_El_Mostafa_Haddiya_LMZ8701.pdf.
Full textAs a third-world country, Marocco enperienced dramatic changes that stongly shaked its socialization system and the process of identity building. The study addresses several aspects of this problem among children attending school in a rural setting Ahmar, which is located in the Ahmar "cercle" of the Safi proninve. The study indicates that a new socialization process takes place. Besides the fact that it occurs in a context of acculturation, this new process is characterized by confusion as well as contradiction. A formal and consistent system of values, (one that implies some form of continuity between socializing settings, particularly the family and the school), does not exist. Consequently, as regards the identization process, the study evidenced that the rural child attending school has developed a negative (i. E. , a reformative) identity. The major features of this identity are expressed in criticisms of the current state of affairs, and a search for better material living conditions in rural areas. It is, there fore, a shallowly-formed psychosocial identity, that is morally and spiritually bound with the world of adults. Because the process of socialization is truncated and distorted, it favoured a dependent and conformist social identity
Matamba, Bernardine. "Contribution à l'étude clinique sur l'identité : retentissement identitaire des Foyers d'accueil : cas de 12 adolescents vivant en Centres d'accueil au Gabon." Amiens, 2004. http://www.theses.fr/2004AMIE0021.
Full textDespinoy, Dominique. "Ré-appropriations d'un passé traumatique au cours de psychothérapies d'enfants." Aix-Marseille 1, 2003. http://www.theses.fr/2003AIX10016.
Full textMartin-Herbert, Jacqueline. "Identité d'une chimère : recherche d'identité professionnelle d'une RPM en GAPP implanté dans une école." Paris 7, 1986. http://www.theses.fr/1986PA070035.
Full textNennig, Castanheira Silvia. "Identité et attitudes sociales des bilingues monoculturels et biculturels à l'adolescence." Toulouse 2, 2003. http://www.theses.fr/2003TOU20084.
Full textHaving as a goal, to analyse the identity and the social attitudes of the monocultural bilingual (French and Portuguese) and bicultural (French-Portuguese) adolescents, the research has determined the various stages of development (cognitive, socio-affective). Besides, it has carried out an analysis of bilinguism in its acquisition and the conditions in witch it takes place, the factors of culture and the role of school, the various identities making up the personal identity, but also self-esteem in its cultural and personal aspects, the social positions and the aspects id-others according to ZILLER. Socializations within the family and by piers have also been tackled. Then, starting from the study of attitudes towards languages and the terms of their practical investment, the research examines the relational proximity and distance, the statute of sociometry (reciprocal choices) and the positioning facing the majority and minority groups. This has allowed to highlight the differences between the French and Portuguese monocultural as well as a fluctuation amongst the bicultural
Moussallem, Youmna. "La représentation de l'image du corps chez l'enfant sourd appareillé ou implanté." Paris 5, 2009. http://www.theses.fr/2009PA05H084.
Full textDeafness is a social handicap. The hearing impaired person (or: the person who has a hearing deficiency) shares this deficiency with her surrounding, she also lives this experience deep within herself. Deafness brings together several disciplines, based on the biological, as well as, social and pedagogical approaches (aspects). This deficiency, which is often resented by others and is initially misunderstood, rubs off on the person who is affected and risks of demoralizing and discouraging her. Strengthening of the ego and personality development of the deaf as a whole autonomous person increases her self confidence and helps her build a solid identity. However, the question often asked: what is the identity of a deaf person? Hearing, deaf or bicultural? What is her future? Before getting any recognition from others, the deaf person needs to know herself. This return to oneself requires her to have knowledge of her own abilities, cultural background and an important feeling of security (a place among his people). The motivation for a better future is a prerequisite for a healthy and balanced development, both from the relational and mental domain. Under what conditions does the deaf person live? Is it framed, loved, recognized? Is it informed, directed, monitored? What image does she have of her own body? What factors from an early age are put into play? What image does she have of herself or what image do we reflect on her? Why? The type of equipment offered, cochlear implants or conventional hearing aid, do they play a role? In this study several factors are being explored; they deal with the problems and issues of the deaf person, the experiences of the person as having a hearing deficiency, the nature and severity of the condition that affects the person and also how this person perceives her own image, consequently her identity and her future
Lauras-Petit, Agnès. "Conjuration du handicap : effet paradoxal sur l'identite de l'enfant etude de l'hypothyroidie congenitale et de son traitement." Paris 10, 1997. http://www.theses.fr/1997PA100107.
Full textDusingizemungu, Jean-Pierre. "Etude de la dévalorisation des repères identitaires chez les jeunes rwandais : approche de reconstruction par l'école." Toulouse 2, 2002. http://www.theses.fr/2002TOU20025.
Full textThe study is based on historical reality of Rwanda. This country experienced a genocide and a large-scale massacres in 1994. Those events followed up a long time maintained identical crisis. Actually, the identical evolution of rwandan young people is done in a context of absence of marks (human, social, family, cultural) satisfying. The genocide and massacres destroyed the supports of identification. There was a turnover of the social organisation and the young people are sent back to themselves. Such a situation induces a regression towards modalities of life redefined around the vital functions. To withdraw themselves from this regression, the yong people dash into a premature "adultisation" which is dangerous as far as they tend to isolate themselves in front of trauma. The steady main idea is that it is possible to use the school space to avoid the dead end of these young people confronted with precarious aspect of the family, social and cultural protections. The school is considered as a medium which can contain, homogenise and establish new reassuringvalues. This school is very invested in current Rwanda by the civil society and the gouvernmental authorities. It misses however resources as well material as human to answer the missions of identical reconstruction that it has to realise. To face this situation, operational recommendations are formulated. These last ones in the direction will incite the psychologiacl discipline to be present and active at Rwandan school to enable him to be a useful transitional space
Abels-Eber, Christine. "Histoire de vie d'enfants placés et construction d'historicité." Tours, 1997. http://www.theses.fr/1997TOUR2026.
Full textThe subject of this research is the relation of the placed-child to the separating-event which is the reason why he has been placed and is considered for the child as a sanction for which he has be blamed. Children who have been placed, who are out-placed to be placed again do not most of the time understand nothing to the way their existence is evolving; they have been losing their affective and temporal marks, and do not ask for (therapeutic) care but for understand (in the socratic meaning: take care of oneself) of their worries related to the fact they exist. The life story is a search and a building up of meaning which is possible thanks to the analysis of facts and personal as well as family temporal events, but so far this has been seldom used with children; we have tried implement this method with placed children. This method has enhanced the process of re-building and has encouraged them to start working on the consequences on themselves of what they have been undergoing in their lives. This throught a building-break- rebuilding process and the situation of co-investment which creates a link between the speaker and the interlocutor. We have carried out a comprehensive survey based on three stories of placed children, on the stories’ structure and on these children's evolution all along their relating their stories and their analysing their statements. This survey fits in with the life history and the clinic sociology field which refers to the linking of the social and the psychic. This history of life is interpreted as a tool of historicity, of work on one's history, to build up its meaning and direction. Through the relating of their story these three children have been able to cope with the contradictions they have been faced with in their lives. They have intended to give a meaning to these contradictions thanks to the linking they have been able to make between the events and the people in their lives. They have become aware that they were not responsible for the separation which was due to their parent's personal, family or social difficulties. We have been considering the experience of the story telling as the main line in the building of identity; the building of identity is possible thanks to the link the child sets up between the psychic and the social dimensions of his life. Thanks to having related their lifes and having been wondering
Kommegne, Théodore. "Trauma, interculturation et résilience : problématique de la prise en charge des enfants en situation de rue au Cameroun." Amiens, 2012. http://www.theses.fr/2012AMIE0008.
Full textIn an intercultural gaze, we questioned the phenomenon of homeless children that we perceive as a barometer of social and family crisis of modernity. We asked about the determinants of resilience by assuming that the traumatic experience of the career of street influences the process of resilience, and an intervention focused on the dynamics of intercultural exchange in the street, may improve the prognosis reintegration. From 148 subjects living un the streets of Douala, we undertook a quantitative and qualitative analysis of trauma, interculturation and resilience. We find that past trauma to the street impact on identity and the reconstruction capability of the child, more than those he faces in his career. We found that the addictive behavior through participation or avoidance strategies of conflict management and anxiety in the street situation, are not means resilience, but resistance or desilience, which means maintenance in the bubble trauma. It appeared to us that the dynamics of intercultural exchange organizes post-traumatic survival and participates in the reconstruction process of the subject, and that resilience is not only a reality neurobiological and psycho-dynamics, but also a cultural and cross-cultural issue, that victims must solve for their successful social integration
Sebai, Mohamed-Néjib. "Langue d'origine et identité culturelle : contribution de la pratique et de la valorisation de la langue d'origine à la formation d'une identité culturelle chez l'enfant de migrants : le cas de l'enfant d'origine tunisienne à Toulouse." Toulouse 2, 1994. http://www.theses.fr/1994TOU20042.
Full textOur search is part of a vast program which enquires into the study of original language in a multicultural society. Two main concepts were involved in the study : the original language and the cultural identity. Therefore, we tried to put it into practice by examining some children who mearn arabic language in a french school (two places in Toulouse : Bagatelle and le Mirail) when others don't want to or can not, for many reasons, have the advantage of that sort of education. We used the method of "questionnaire" meant for children in fifth primary form (french cm2) and the method "conservation" with children who are about twelve and thirteen years old. Why that kind of search ? To show clearly that, as a matter of fact, the original language is very important in the formation of the cultural identity. So, it seems that an institutional system is necessary to favour a multicultural fulfillment of concerned children
El, Ghali Mansouri Mariem. "L'identification des 8-14 ans à travers la consommation expérientielle des émissions de la téléréalité : Cas de « Star Academy »." Caen, 2012. http://www.theses.fr/2012CAEN0688.
Full textThe present PhD research is positioned within a context that yields controversial attitudes that is the reality TV phenomenon. This type of broadcast which is a new trend in television programming has led to different opposing reactions. On the one hand, it has led to serious criticism that belongs to a varied and diverse environment. On the other hand, and being omnipresent, its various formats have seen an enormous success especially within the category of children and adolescents who are in search for their identity. Thus, the current work main objective is to better encircle the effect of the experiential consumption of the concept of reality TV on the identity construction of people aged between 8 and 14. This research was conducted from an axis relying on three sources of data collection namely the semi- structured interview, the mini- group interviews and observations in a situation. Indeed, several results were found out, the attitude towards the reality TV programs and more specifically the program in question that is star academy is influenced by the religious aspect of the cultural and the social class of the Tunisian families. The experiential consumption of such program has largely contributed to the construction of the two identity facets (individual and collective) of the subjects through the physical appearance of the participants of the show, family reactions and feelings while broadcasting it, the competitive aspect and the imitative behaviour of the candidates
Espiau, Géraldine. "Influence de la présence/absence de fratrie, du type de fratrie et des préférences affectives sur l'identité sexuée des filles de 4-5 ans." Toulouse 2, 2003. http://www.theses.fr/2003TOU20037.
Full textWe are studying the role of sibling in the building up of sexued identity for preschool children from a viewpoint which articulates socio-cognitive and affective processes. We put sexued identity into operation by means of tests on toys categorization and personality characteristics, and the preferences-identifications of the child by means of interviews about the drawing of an imaginary family and about the sibling relationships. We compare 20 girls of mixed-sex sibling (1 boy, 1 girl), 20 girls of same-sex sibling (girls only) and 20 only daughters. The results show that the girls from mixed-sex sibling have a better knowledge of the toys for boys and for girls, are more sex stereotyped and more flexible than only daughters. Girls, all categories considered, strongly identify themselves to the female sex by distinguishing the roles of the different sexes of children and adults. To conclude, having feelings for a brother rather than a sister does not influence the child in his way of categorising others and of belonging to social sex stereotypes
Lamia, Alicia. "Représentations de soi, position scolaire et estime de soi des enfants d'âge scolaire." Toulouse 2, 1999. http://www.theses.fr/1999TOU20112.
Full textTwo research studies are described in this thesis. The first was concerned with the self-image and the self-esteem school age children. The second examined the influence of the teacher's representation of a "good pupil" on his/her evaluation of different areas of competence in the child. The population of this research is composed of 180 children for the first study. For the second one there are 134 children and 9 teachers from an elementary school in Toulouse. We used the Perceived competence scale of children (PCSC), a structured interview, and a thematic composition with children to evaluate self-image and self-esteem. The children's scholastic achievement was determined by an unstructured interview. Teachers evaluated children's competence with a questionnaire. The results show that boys evaluate themselves more positively than girls and most particularly with regard to cognitive and physical competence. This pattern was true as much for the younger children as by the older. The responses of the children in defining their self-image also varied according to age and sex. Teachers showed a tendency to evaluate the competencies of the boys more positively. This evaluation was particularly marked with scholastic competence. Finally, our results showed that, in general, teachers are more positive about to the children of opposite sex. Masters are more negative than mistresses in their evaluation of the pupils. The results indicate that teacher evaluation plays an important part in determining the child's perception of him/herself. It is also possible that the child's level of self-esteem influences the manner of which they are perceived by teachers. This last question remains open
Simon, Amalini. "De la langue de ma mère à celle de l'école : Parcours langagier des enfants tamouls du Sri Lanka." Paris 13, 2011. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2011_simon.pdf.
Full textBased on the idea that transmitting language is not only a linguistic act, but a transmission filled with affect, we intend to work on the often complex linguistic course of Tamil children from Sri Lanka. It is in a recent and particular context that most Tamil families have migrated to France. This research concerns children between four and five years old, born in France from parents coming from Sri Lanka. This thesis is part of a research on bilingualism: “A language to another” (which is a Hospital Clinical Research Program) conducted by the multidisciplinary team of the departement of child and adolescent psychopathology of Avicenne Hospital, whereby we were able to assess children in Tamil and French and meet their parents. This research aims at validating a tool which allows assessing the mother tongue and highlighting critical factors to the acquisition of bilingualism. The data in this thesis are collected as part of research on bilingualism. Thus, studying the use of languages and their representations, we found traces of filiation and affiliation in the language of Tamil children. Working on language with the children and their parents, we were able to show that the transmission of mother tongue does not consist only of words and that children are sensitive to what is transmitted beyond the words, through affects and representations. This research aims at better understanding the place of languages in order to provide appropriate care for Tamil children from Sri Lanka having language difficulties
Oliveira, Sonia Grubits Gonçalves de. "L'identité infantile en construction chez les Guarani-Kaiowa du Brésil : approche sémiotique." Paris 8, 2000. http://www.theses.fr/2000PA081757.
Full textLunardelli, Jacintho Ana Francisca. "Rencontres pulsionnelles et constitution du sujet dans un lieu d'accueil enfants-parents : les possibles de la prévention précoce." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC014.
Full textIn the present work, we are interested in the issue of early prevention in a lieu d'accueil enfants-parents, a welcoming center for children and parents, and we seek to demonstrate how does our clinical interventions can promote the constitution process of the subject, with the production of structuring effects on a young child. Our main hypothesis is that those interventions promote an invitation to the drive encounter between the child and his maternai agent. We approach three axes of interventions in his bond to the primordial Other: on it's initial establishment, in the narcissistic register, or yet seeking the emergence of the child's desire. We interrogate their reach on the process of subjective constitution, particularly in it's drive dimension. Subsequently, we argue that the playing space appears itself as a third party for the mother and the child. The institution has a symbolic function of separation when it allows the presence of the structuring interval within the link. Ultimately, this function of interval, typical of the device, would support the maternai function and prepare for the intervention of the paternal function for the child. All along this thesis, we propose to conceive prevention as the accompaniment of the constitution process of the subject, through the promotion of desire spaces and of singular experiences, enabling the opening of new possibilities
Goulet, Véronique. "Évaluations parentales du tempérament du nourrisson à 5 et à 18 mois dans des contextes de naissances uniques et gémellaires." Master's thesis, Université Laval, 2004. http://hdl.handle.net/20.500.11794/45000.
Full textDorison, Catherine. "Les métiers de l'échec : face à l'échec scolaire la construction de nouvelles spécialités chez les enseignants de l'école primaire, en France, 1960-1990." Paris 5, 2005. http://www.theses.fr/2005PA05H051.
Full textIn 1970, the introduction of the psycho-pedagogic support groups led to a new type of work division. Regular teachers on the one hand and specialized teachers on the other : school psychologists, counsellors in psycho-pedagogy or psychomotivity, not in charge of the class of pupils. The present work tries to expound the specific conditions of the introduction of this new profession in the sixties. It analyses the deep changes in the way of classifying pupils' academic failure, related to a new acknowledgement of the notion of "mental deficiency", in the context of institutional rivalry between the French ministry of Health and the French ministry of National Education. This work also seeks to put forward the counsellors' effort to build a specific professional identity, as well as the link between the construction of this new identity and the proposal by the counsellors to their teaching colleagues of new interpretations upon situations of academic failure in primary schools
Chanez-Roze, Joëlle. "L'image préétablie du " mongolien " : approche psychologique des aspects fondamentaux de la trisomie 21 : son impact sur la construction identitaire du sujet." Besançon, 2002. http://www.theses.fr/2002BESA1002.
Full textBernichi, Asmaa. "Recherche auprès de Chemkara, enfants de la rue de Casablanca : approches transculturelle et psychopathologique." Paris 13, 2012. http://www.theses.fr/2012PA131030.
Full textThe "Chemkara" thus are called street children in Morocco. These are odd children, different, they can disturb, and they live in this way: the street. They know an exile and a wandering at a time mental and physical. Marginalized, tramp, drug addicts and they are unique in their functioning because they are no longer enrolled in the family and social sphere. They fit in another traumatic and violent space that knows its own rules, disrupting the benchmarks and foundations not only psychological but also social and cultural. Who are these children? What was, in their individual and collective history, caused this passage to the street? How do they build themselves in this space? What are their relationships with the others and with the street? This research is built from questions and tries to account from life stories, collected from twelve boys living in the streets of Casablanca, suffering, trauma, wandering and paths of these children. The work of narration allows us a comprehensive approach to their mental functioning. We also questioned the process of filiation and affiliation, family relationships, survival strategies implemented, their drug addiction and the construction of a "street’s identity". Counter-transference Movements’ are also essential in our study, in which the clinician researcher is confronted with the Otherness of the other and its own one. Our research opens up a larger field of investigation, mixed field using psychoanalysis, ethnology, sociology… and complementary methodology and approach. It attempts to provide a clinical perspective concerning street children in Morocco
Ayosso, Anignikin Yétondé Judith. "Se représenter son enfant dans la migration : Stratégies de métissages des représentations culturelles chez les parents d'enfant singulier." Paris 13, 2010. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2010_ayosso.pdf.
Full textThis study analyses the strategies used by migrant parents when they have a « singular child », a child that is different from the others and reminds them a vulnerability, by his suffering, his difficulties or by the feeling for strangeness he provokes. The representations parents use in order to think about such a child often concern his “ontological nature”. Five families from West African origin have been interviewed in order to analyse the strategies of mixing different types of representations that can be found in the parent’s representations of such a “singular child”. The study is based on the work of the ethnopsychoanalysts of the Bobigny School. On the level of methods, some aspects of the grounded theory approach by Glaser and Strauss (1967) have been integrated. While developing Obeyesekere’s notion of personal symbols, the study proposes to distinguish four different elements that appear in the parent’s strategies of mixing representations: 1) creativity, 2) the use of cultural representations for the symbolization of unconscious conflicts, 3) the reorganisation of identities 4) the question of difference and bounds between oneself and the other. With the description of the principal factors that characterise the strategies of mixing cultures, the research proposes a way of looking at hybridity that stresses the importance of creativity in the elaboration of new identities and shows how this process may help migrants to develop more agency. Thinking about the difficulties of a child in migration often mobilises a creative process of mixing representations which may provoke profound changes in the relation between the child and his parents, at least if they are heard and supported in their process of thinking and redefining their cultural identity
Feldman, Marion. "Psychologie et psychopathologie des enfants juifs, cachés en France pendant la Seconde Guerre mondiale et restés en France depuis la Libération." Paris 13, 2008. http://www.theses.fr/2008PA131016.
Full textThe qualitative research concerns the psychic construction of hidden jewish children during the Second World War, in France. After setting out the historical context of the relationship between France and the Jews, we outline psychological theories of child development, as well as the life events that can interfere with the process of child. Next, we present a review of the psychological literature. In accordance with the complementarist research methodology, we provide a detailed analysis of ten interviews with “hidden children”, born in France to migrant parents. After the ten longitudinal analyses, we provide a transversal analysis, which light on the three lines identified in the psychic construction of each person. These observations allow us to identify a specific trauma that is defined by affiliation, identity and family problems which are linked to a series of traumatic events, involving a process of deculturation but not mentioned for several decades
Bouchard, Caroline. "Fondements des différences liées au genre dans la prosocialité des enfants en maternelle." Doctoral thesis, Université Laval, 2004. http://hdl.handle.net/20.500.11794/45020.
Full textVoynova, Ruzhena. "La peinture et le dessin de l'enfant comme écriture de l'inconscient : sublimation et symbolisation." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAG029.
Full textThe child, when he draws, creates and organizes his world, he inscribes his identity. The expression of the unconscious requires this need of formatting which will underpin pictorial productions, particularly in the clinical and therapeutic field of children. We will talk about imaginarisation, symbolization and especially sublimation. The act of sublimation proves to be an act of avoids the “pulsion”’s primary goal: the immediate satisfaction on the body. The paintings demonstrate this dynamic process. The work of art itself is a sort of a story of life, survival times, presentation, subject to the gaze of the other, without being made to please. The picture is more than a mere attempt of symbolization. The drawing of the child for its part is supporting this symbolization, always supported by a transference relationship. The theory illustrated by clinical vignettes will bring us finally to answer our first question: is it a question about sublimation when the child draws?
Sebuhoro, Célestin. "Quête de l'identité chez l'adolescent rwandais rescapé du génocide: approche développementale et différentielle." Doctoral thesis, Universite Libre de Bruxelles, 2005. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210928.
Full textRutayisire, kibaki Aristide. "Interculturation des jeunes issus des viols génocidaires perpétrés sur les femmes tutsies en 1994 : approche interculturelle d’une construction identitaire complexe." Thesis, Amiens, 2017. http://www.theses.fr/2017AMIE0014/document.
Full textRWANDA was the worst scene of Tutsi genocide. Women have been victims of genocidal rape and from those rapes come children, bearing the brunt of maternal suffering, perhaps also the hope of their families. The initial trauma since their conception and their brutality in an indescribable cultural environment have placed these young people in a very difficult situation, even impossible, with a problematic identification characterized by the reference to both the genocidal rapist, the father, and to the survivor of the genocide, the raped mother. These young people are and become the materiality of crime, a product of unspeakable cruelty. How do they take-on their problematic intercultural identity ? How do they assume cleavage and tearing ?
Abou, Dumontier Alexia. "La prise de risque dans l’espace routier chez le préadolescent : implication de l’identité sexuée, la recherche de sensations, l’estime de soi, l’attachement aux parents et la supervision parentale." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100039/document.
Full textIn the present study, we investigate the relationships between risk-taking and different individual and social variables – gender-role identity, sensations-seeking, self-esteem partial-attachment and parental-supervision – in young adolescent pedestrians (9 to 14 years old). In order to obtain valuable data, 948 pupils from CM1 to 3rd had to answer a set of questions. The results have confirmed that, on the one hand, boys take more risks than girls, and on the other hand, the more the child is old, the more he takes risks in the road-space. The results confirm, also, the association of the variables gender-role identity, sensations-seeking, parental attachment and parental supervision with the pedestrian risk-taking. On the other hand, there is no relationship between self-esteem and pedestrian risk-taking. A series of multiple regression analyses have shown that sensations-seeking cannot be explained only by biological or physiological need of sensations, but also by the need to correspond with the social roles. The Baron and Kenny (1986) model allows to verify that the parental-supervision does act as a mediating variable between parental-attachment and pedestrian risk-taking. So, we propose a more complex model of the MIO (construct of “working models”) of Greenberg (1987). Supervision is one of the dimensions of the attachment that is to say that, in addition to the communication/confidence and alienation dimensions, there is the supervision dimension. The feeling of being well-supervised by the parents, explains the self-endangering in addition to the confident-attachment
Renaulaud, Céline Emmanuelle. "L'écriture des textes identitaires dans une classe linguistiquement hétérogène du primaire au Québec : expression identitaire et rapport à l'écrit." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67960.
Full textIn Québec, classes are more and more linguistically heterogeneous because of the mixity of the population. Francophone Quebecer’s pupils are next to allophone pupils, who rapidly become multilingual pupils and who must integrate rapidly in the school context. This integration is possible through the mastering of the teaching language, French, but also through the social acceptation, by every student, of all those pupils coming from other countries. This situation is a real challenge for the teachers who must integrate those pupils and find a balance for everybody to benefit from this situation of social and linguistic diversity. The intercultural pedagogy, based on principles of tolerance, of openness to differences and of sharing of the cultural and linguistic richness of every student is a fertile context to settle learning activities adapted to this heterogeneous public. Identity texts, realized in a context of intercultural pedagogy, are adapted tools who allows every pupil to express one’s identity while developing skills in French, especially in written French. Because writing constitute a powerful cognitive and identity organizer which enables the writing pupil to make choices and to reveal who he/she is, we have considered that the writing of identity texts could on one hand favor an identity expression favorable to the personal growth/development of each pupil and could, on the other hand, favor the relation to the teaching language, the French, which constitute a basis for the school. The aim of our research consists in drawing an identity portrait of francophone and allophone/plurilingual students by observing their relation to languages, their relation to writing, as well as the lexical richness of their texts and to establish whether the writing of these texts can have an effect on their relation to writing and if there can be a relationship between the relation to writing and the richness of the vocabulary. We have organized writing workshops, during four months, in a 6th grade linguistically heterogeneous class in a primary school of Québec, and we have analyzed the evolution to the relation to writing of eight pupils (five francophones and three allophones/plurilingual), as well as their identity expression revealed by the lexical richness of their texts. Our research has revealed that the writing of identity texts can be a factor of motivation for all the pupils, francophones as well as allophones; can allow, especially the allophone pupils, to gain confidence in their capacity to write; can allow each pupil to enhance its linguistic richness; can allow to discover that writing can have a liberating effect. Our study also reveals that difficulties related to the lexical access can restrict the richness of expression, especially among allophones/plurilingual pupils. It has also shown that the highlighting of their texts helps pupils to feel as real authors; that writing has a reminder function and that the attitude to mistakes can be a brake or a factor of motivation in the writing process. Finally, our research has shown that there was a correspondence between a rather positive relation to writing and the lexical richness of the texts. As a matter of fact, the more the relation to writing is positive, the more the lexical richness is significant
En el Quebec, las clases son más y más lingüísticamente heterogéneas debido a la mixidad de la población. Los alumnos quebequenses están con alumnos alófonos, que vuelven rápidamente plurilingües y que deben integrarse rápidamente en el contexto escolar. Esta integración se hace gracias al aprendizaje del idioma de enseñanza, el francés, pero también por la aceptación social de todos estos alumnos que vienen de otra parte del mundo. Esta situación representa todo un desafío para los profesores que deben integrar estos alumnos y encontrar un equilibrio para que todos puedan beneficiar de la diversidad social y lingüística de la clase. La pedagogía intercultural que se funda sobre principios de tolerancia, de abertura a las diferencias y de comparto de las riquezas culturales y lingüísticas de cada uno, constituye un terreno fértil para poner en practica actividades de aprendizaje adaptadas a un público heterogéneo. Los textos identitarios, elaborados en un contexto de pedagogía intercultural, son instrumentos adaptados que permiten a cada alumno de expresarse y de encontrar una expresión identitaria desarrollando sus competencias en francés, especialmente en francés escrito. Considerando que la escritura constituye un organizador cognitivo y identitario poderoso que permite al alumno escriptor de elegir lo que quiere revelar, hemos considerado que la escritura de textos identitarios podía, de une parte, permitir una expresión identitaria favorable al florecimiento de cada uno y podía, de otra parte, favorecer la relación al idioma de enseñanza, el francés, que constituye la base del éxito escolar. El objetivo de nuestro trabajo doctoral consiste en elaborar un retrato identitario de alumnos alófonos/plurilingües y francófonos observando su relación con los idiomas, su relación al escrito y si puede haber un vinculo entre su relación al escrito y la riqueza del vocabulario movilizado. Hemos organizado talleres de escritura de textos identitarios, durante cuatro meses, con un publico lingüísticamente heterogéneo de una clase de Quebec y hemos analizado la evolución de la relación al escrito de ocho alumnos (cinco francófonos y tres alófonos/plurilingües), así como su expresión identitaria revelada por la riqueza lexical de sus textos. Nuestra investigación revela que la escritura de textos identitarios tiene efectos positivos sobre la relación al escrito y que une relación al escrito favorable tiene consecuencias sobre la diversidad lexical que es por consiguiente más importante. Nuestra investigación revela que la escritura de textos identitarios puede ser un factor de motivación para todos los alumnos, francófonos como alófonos; puede permitir, especialmente a los alumnos alófonos, de ganar confianza en su capacidad a escribir; puede permitir a cada alumno de poner de relieve su riqueza lingüística y permite de descubrir que la escritura puede tener un efecto de liberación. Nuestra investigación pone también de relieve que las dificultades relativas al acceso lexical pueden frenar la riqueza de expresión, especialmente para los alumnos alófonos/plurilingües. También reveló que cuando la escritura está valorizada, eso permite a los alumnos de considerarse como verdaderos autores, que la escritura tiene una función de memoria y que la relación al error constituye un freno o un motor en el proceso de escritura. Por fin, nuestra investigación reveló que hay una correspondencia entre una relación al escrito positiva y la riqueza lexical de los textos. Efectivamente, más la relación al escrito es positiva, más la riqueza lexical de los textos es significativa.
Zotian, Elsa. "Grandir à Belsunce : les catégories ordinaires de l'expérience enfantine dans un quartier de Marseille." Paris, EHESS, 2009. http://www.theses.fr/2009EHES0047.
Full textThis thesis is a contribution to child socio-anthropology. The subjects were children aged from 9 to 12, mostly children of immigrants, growing up in Belsunce, a working-class neighbourhood in the centre of Marseille. The aim of this thesis is to use children's everyday experiences to reconstruct their perceptions of the social world in a context of globalisation. In a number of children’s ordinary activities, one can see local patterns interact with large-scale realities. While performing these activities the children elaborate and construct ways of categorising the world, form groups that belong and construct the 'other'. Analysing this identity construction in children shows that children make the world explicit using referents to which they attach importance (ethnicity, religion) , while other referents are less important, even though they make a big difference to the child s experience (age, gender). These ordinary categories of activity also result in specific types of relation to the self The children of Belsunce think of themselves as subject through socially-constructed categories, which borrow both from locally available definitions (teacher’s pet, “hooligan”) and from globalised semantic and normative groupings (“illegal” ). Finally, the study shows how children experience being members of certain public institutions, and gives their point of view on the causes of social suffering
Kádas, Timea. "L'intégration des élèves nouvellement arrivés en France dans l'espace scolaire français : langues, représentations, identités en contexte." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC022/document.
Full textOur thesis focuses on newcomer students in France and aims at understanding how these students integrate into French schools and exploring the educational paths they tread. Thus, this study is based mainly on the analysis of the discourse of thirteen students concerning their learning and their school experiences. It is also based on the representations that these students have of themselves, others (French students, teachers), their learning in general, their learning of the French language in particular and the context in which this learning takes place. Our thesis also focuses on the students’ first languages and their role in the learning process. The link between language and identity has long been established by researchers from different disciplines. Therefore, we have tried to understand, through an autobiographical project based on the notions of multiliteracy and multimodality, how the first languages of the students can be taken into consideration in order to help them progress in both the learning of French and learning in general. We also considered the significance of such an approach in the reconstruction of these students' identities. Furthermore, in response to our initial question regarding how these students integrate into the French education system, we investigated two complementary perspectives: that of the institution through interviews with three teachers, three heads of school and two inspectors and that of the students’ families through questioning nine parents. The aim of this study is to contribute to the body of research on the role of migration in the French educational context and to provide a better understanding of the current educational challenges facing our globalized society
Bessette, Prudence. "L'identité dans le lien social, entre le même et l'autre : étude comparative des dessins d'enfants québecois et ivoiriens." Phd thesis, Université de Strasbourg, 2012. http://tel.archives-ouvertes.fr/tel-00803273.
Full textZouaghi-Laniez, Christiane. "Construction identitaire et lecture d'albums dans le développement du "vivre ensemble" au cycle 2." Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30076/document.
Full textThe aim of this research, as part of the framework "Living Together", is to identify a relationship between the construction of knowledge and the mutual recognition of actors in a learning situation. To identify this relationship implies questioning not only the situation of the trainable school subject as to the framework "Living Together" but also the suitable didactics for this trainability. Due to an increasing rationalized learning context, the current situation only allows the school subject to acquire a knowledge which has lost all meaning beyond an efficiency dictated by economic and technical logics. Can there be a different approach to knowledge construction - that of a pupil complex and rich in psychological, social and emotional aspects? Should these dimensions not rather imply an interactive construction of knowledge, allowing for emotional experiences to ensure the conditions for mutual recognition in the learning process? The conducted field research has been based on interactive sessions of story reading to the same group of six children during three years of cycle #2. The interviews, conducted by the respective teachers, have been conducted according to the established guidelines for questioning. The purpose of the latter is to facilitate the interpretation through singular emotional experiences and to help transform narrative information into moral or ideological meanings, which can then be used as a tool by the school subject. The analytical tools focus on the identification of emotional experiences interface, through verbal and non-verbal exchanges, and their role in identity construction as well as mutual recognition of the stake holders
Petrovic, Céline. "Portraits d'élèves du primaire par leurs enseignants-es : l'impact du genre." Thesis, Paris 10, 2010. http://www.theses.fr/2010PA100182.
Full textThis PhD thesis deals with gender and education, more specifically investigating schools and schoolteachers. This research examines primary schoolteachers’ representations of their female and male pupils. Data have been drawn from the teachers’ portraits of their pupils. With reference to two theoretical frameworks, cognitive social representation theory and psychoanalysis, two methodologies have been used to collect and analyze data. On the one hand, the quantitative methodology shows that teachers produce significantly more discourse on their male pupils in zones d’education prioritaire (areas targeted for special help in education), and that when describing girls and boys, they discuss different themes in different ways according to the context. On the other, a clinical analysis of twenty-four student portraits shows that portraits of girls and boys do not focus on the same elements in terms of relationship to knowledge, and that the former more often meet their teachers’ desires than the latter. In effect, female and male pupils do not enjoy the same environment and do not elicit similar expectations from their teachers