Résumés
Résumé
Cet article propose l’intégration de plusieurs axes d’évaluation et d’intervention ciblant les compétences socio-émotionnelles chez des enfants et adolescents à développement atypique, sur base d’un récent modèle heuristique du fonctionnement social de Yeates et al. (2007), inspiré des travaux menés en neuroscience sociale et en psychologie du développement. Il crée des articulations entre trois niveaux de fonctionnement social d’enfants et d’adolescents atypiques : en l’occurrence, le traitement de l’information sociale (Théorie de l’Esprit, traitement socio-perceptif, connaissances sociales), les interactions sociales (avec pairs et adultes), l’adaptation sociale et la qualité des relations. Pour chaque niveau spécifique, cet article propose des types d’instruments d’évaluation et des indications utiles pour soutenir leurs compétences ou pour limiter leurs déficits particuliers.
Mots-clés :
- compétences socio-émotionnelles,
- évaluation,
- enfants ayant une déficience intellectuelle,
- autisme,
- trouble de comportement
Abstract
This paper propose the integration of several axes for assessment and for intervention targeting emotional and social competences in atypically developing children and adolescents, on the basis of a recent heuristic model of the social outcomes of childhood (Yeates et al. (2007), inspired from empirical studies in social neuroscience and in developmental psychology. It creates links between three levels of social functioning in atypical children and adolescents that includes social information processing (Theory of Mind, socio-perceptive processing, social knowledge), social interactions (with peers and adults), social adjustment and quality of relationships. For each specific level, this manuscript gives types of instruments of assessment and useful guidelines in order to support their abilities or to limit their particular deficits.
Parties annexes
Bibliographie
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