Abstracts
Résumé
Cette étude exploratoire vise à mieux comprendre le lien entre les trois composantes du modèle de Hastings (2005) : la culture organisationnelle, les croyances et les interventions du personnel face aux comportements difficiles (CD) des élèves présentant une déficience intellectuelle. Réalisée dans une école spécialisée, elle repose sur sept entretiens semi-structurés menés auprès d’enseignants, de professionnels et d’un directeur. Les résultats montrent que les participants définissent les CD comme des situations difficiles à gérer, mais leurs interventions ne semblent pas liées aux causes de ceux-ci. La culture organisationnelle informelle semble jouer un rôle central en reliant les croyances du personnel et les pratiques d’intervention. Les recherches futures devraient étudier davantage le lien entre les CD et la culture organisationnelle formelle.
Mots-clés :
- école spécialisée,
- culture organisationnelle,
- croyances du personnel,
- comportements du personnel,
- comportements difficiles,
- déficience intellectuelle
Abstract
This exploratory study aims to better understand the relationship between three components of Hasting’ (2005): organizational culture, beliefs and staff interventions in response to challenging behaviors (CB) of students with intellectual disability. Conducted in a specialized school, it is based on seven semi-structured interviews with teachers, professionals, and a principal. The results show that the participants define CB as difficult situations to manage, but their interventions do not seem related to the causes of these behaviors. Informal organizational culture appears to play a central role in connecting beliefs and interventions practices. Future research should further investigate the relationship between CB and formal organizational culture.
Keywords:
- special school,
- organizational culture,
- staff beliefs,
- staff behaviour,
- challenging behaviours,
- intellectual disability
Appendices
Bibliographie
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