Éducation à la résilience et aptitude de la communauté à développer la vie ensemble

Abstract

This study questions the methods inherent in the reception framework that can promote or inhibit the building of school resilience among internally displaced students of the bilingual technical industrial and commercial high school in Yaoundé. She raised the issue of the impact of reception and care situations in the passage of these subjects into action. Because, knowing the progress of these atypical students who adapt despite a context of adversity can make it possible to better identify the variables on which aid interventions may be possible for other children in difficulty. Although, some of them develop through or through the investment of schooling, despite aversive living conditions, others on the other hand do not. Most often living in a precarious situation, whether it is serious emotional precariousness in the context of foster families, physical or psychological mistreatment, or even abuse, these children must make considerable efforts to obtain better academic performance. This is why the objective of this study is to explain how the modalities of the experiences of internally displaced children in the reception setting can promote or inhibit the construction of school resilience in the latter. To achieve this objective, the study was conducted in the city of Yaoundé, more specifically the bilingual technical industrial and commercial high school of Yaoundé. It was carried out with twenty - one internally displaced students, of whom only two subjects whose age varied between 14 and 16 years had agreed to continue the investigation until the end and four administrative officials of the establishment, including two. CO in charge of monitoring and taking charge of these students. The analysis, carried out on the principle of comprehensive and explanatory research, has enabled us to demonstrate that social environments offering protection in high-risk situations constitute an important aspect of the development of resilience. Regardless of the nature of children's social environment (family, school, or community), research identifies three critical protective factors, namely: caring relationships, high expectations, and rewarding opportunities for participation. Each of these protective factors play a crucial role in creating environments that support the development of resilience. The positive development of children is nourished by relationships offering them assistance and support in practical and concrete ways. These caring relationships should recognize children's strengths and not use them as a starting point.