Techniques d’intervention psychoéducative et capacités d’adaptation scolaire chez les orphelins en institution

Abstract

This thesis analyzes how psychoeducational intervention techniques, through sensitization, support, and reframing, account for the school adaptation capacities of institutionalized orphans. The rupture of the bond and the void caused by the departure of the guarantors of the children's history induce insecurity, identity crisis, and emotional emptiness in them. All these upheavals, both internal (feelings of rejection, search for meaning) and external (the actual loss of a parent), which prevent them from forming family, friendly, and social relationships, now take place under the protection of third parties who can be qualified as educational professionals. These professionals, in their intervention with children, are caught in a trap. That of "doing," which imposes "doing for the sake of doing," without truly leading the child to engage in the work of mourning, but they do it anyway and this induces in them the anguish of guilt for not having succeeded. This can complicate the child's support and therefore their school adaptation. The research was conducted with both educational professionals and orphaned children. Semi-structured interviews made it possible to collect information within the orphanage from three orphaned children and the two educators of this institution. The data collected from these participants and processed using the thematic content analysis technique reveal that professionals do not always have the appropriate intervention techniques to enable orphaned children to adapt effectively to the school environment. This means that some children feel a sense of abandonment, a search for meaning, and a spirit of rejection within the framework. Between support and reframing, educational professionals use the data they have and develop "theories" that guide their action. In their educational support, children assume social roles by exercising real responsibilities within the community. Nevertheless, sensitization as an intervention technique reveals a silence about the children's emotional experiences. Also, the absence of a component of evaluation and recognition system within the institution makes it possible to understand, at the level of this technique, this silence and the trapping of professionals in their intervention with orphans.