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Prévenir l'agression indirecte ; expérimentation et adaptation d'un programme de prévention en collège

Abstract : This project focuses on the study and prevention of the phenomenon of indirect aggression. We wish to develop a tool to measure this phenomenon and propose a prevention tool adapted to the French school environment. Studies to measure only this form of aggression and its consequences are almost non-existent in France and are still rare at the global level (Taki et al., 2008). This study aims to address the lack of surveys and programs to prevent indirect aggression (Verlaan, 2011). We wish to carry out a first scientific measure dealing only with indirect aggression to better understand the importance of this form of aggression and to understand the impact of a prevention program (the Indirect Aggression Prevention Kit) with 6th grade students in France. Our question aims to better understand: how to measure a complex phenomenon, subtle and not seen; how the most frequent exposures (witnesses, victims or perpetrators) are combined and repeated; and finally, how preventive action can improve the school climate in French colleges. Our hypothesis, inspired by our clinical experience, should help us answer our research question: children exposed to this form of aggression (as victim, aggressor or witness) repeatedly perceive the school climate negatively. We interviewed 191 sixth grade students, in all eight classes of a college in France: 99 boys (52.7%) and 89 girls (47.3%). The methodology used is that of the survey on victimization, the school climate and the frequency of exposure. We have developed an original questionnaire dealing only with indirect aggression. We used the questionnaires on the school climate (Debarbieux, 2011), self-evaluation (Verlaan, 2007), motives for indirect aggression (Owens, Shute & Slee, 2000) and the self-esteem questionnaire (Rosenberg, 1979). For experimentation, we used the methodology of reflexive support and non-participant observation with volunteer teachers. We adapted the Prevention Kit to French culture and experimented with two grade 6 classes at this college (48 children). As with the most violent forms of assault (Janosz, 2012), the results of our survey show that the more children are exposed to indirect aggression (as a witness, victim or abuser) the more they perceive the school climate negatively. In particular, our survey shows that 87.3% of students are directly exposed to indirect aggression as witnesses. Our research shows that indirect aggression is a risk factor that can increase children’s mental health problems
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Sylvain Roy. Prévenir l'agression indirecte ; expérimentation et adaptation d'un programme de prévention en collège. Education. Université de Lyon, 2018. Français. ⟨NNT : 2018LYSE1247⟩. ⟨tel-02069651⟩

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