Thesis
French
ID: <
10670/1.ww3k0t>
Abstract
Research context: To counter the pathological-focused functioning of the child-protection system in France, we developed an assisted-resilience program for the educators. This program is based on the literature about assisted resilience, on the action research methodology and on the main risk and protective factors related to these professionals, to the children, to their families and to their care setting. Method : This program, developed over the past two years, was implemented on a group of educators working with foster children aged between 6 and 13 years old. We assessed the effects produced on the participants and on the children using a mixed methodology, combining qualitative and quantitative data..Results: Results are encouraging as they underline that important evolutions occurred over the course of the research.With regard to the educators, we can observe an evolution of the children’s and families’ perception; change in the working methods; the creation of a common working culture around the assisted resilience paradigm; the development of a team cohesion; the emergence of a new creativity and the increase of the vocabulary related to emotions.When analyzing the results of the program on children, we can see a better conscience of their emotions; a significant decrease of anxiety and behavioral disorders and better internal security.Conclusion: This is the first program of assisted resilience developed for educators. This research is exploratory but provides a solid baseline to extend this approach in child protection in order to stop the growth of this current pathological-focused vision.