L’aménagement des cours de récréation et l’organisation d’espaces de parole permettent-ils de réduire le harcèlement scolaire ? (notice n° 854460)
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| fixed length control field | 03122cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123150436.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Tolmatcheff, Chloé |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L’aménagement des cours de récréation et l’organisation d’espaces de parole permettent-ils de réduire le harcèlement scolaire ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 21 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article présente deux études qui visent à évaluer l’efficacité d’un dispositif de prévention et de lutte contre le harcèlement scolaire basé sur l’aménagement de la cour de récréation, l’organisation d’espaces de parole avec les élèves et l’instauration d’un conseil de discipline. Ces études suivent un plan de recherche quasi-expérimental impliquant un groupe intervention et un groupe témoin ainsi qu’une comparaison pré-test/post-test. Des mesures liées aux violences agies et subies, au climat scolaire, à l’adaptation psycho-sociale des élèves ainsi qu’à la cohésion et à l’efficacité perçue de l’équipe éducative ont été recueillies auprès de plus de 2 000 élèves de 8 à 13 ans et d’une centaine d’enseignants pour l’étude 1, et de 534 élèves de 10 à 12 ans pour l’étude 2. Les résultats convergent pour indiquer l’absence d’effet du dispositif évalué et soulignent l’importance des conditions de mise en œuvre ainsi que la nécessité d’évaluer rigoureusement les programmes avant leur diffusion à large échelle. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper presents two studies assessing the effectiveness of a new anti-bullying programme. The programme involves redesigning the school playground, holding daily discussion forums led by teachers, and setting up a disciplinary board. These studies use a quasi-experimental research plan, with an intervention group and a control group, and a pre-test/post-test comparison. Measures related to bullying and victimization, the school climate, the psychosocial adjustment of the pupils, as well as the perceived efficacy and cohesion of the school staff, were collected from more than 2,000 pupils between the ages of 8 and 13 and around a hundred teachers (study 1), and from 534 pupils between the ages of 10 and 12 (study 2). The results consistently indicate that the programme shows no effect and underline both the importance of the conditions in which it is implemented and the need for anti-bullying programmes to be rigorously assessed before being disseminated on a large scale. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | efficacité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | harcèlement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | violence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | prévention |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | évaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | violence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | bullying |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | prevention |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | effectiveness |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bebiroglu, Neda |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Galand, Benoît |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | 209 | 4 | 2021-04-22 | p. 129-147 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-francaise-de-pedagogie-2020-4-page-129?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-francaise-de-pedagogie-2020-4-page-129?lang=fr&redirect-ssocas=7080</a> |
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