Résumés
Abstract
Strength-based approaches are being increasingly validated for use in clinical settings with children and youth. However, the role that strengths play in educational settings with typically-achieving students has yet to be examined. The present study explored the relationship among strengths, classroom behaviour, and academic achievement for a sample of 54 students in Grades 1 and 2. Results showed that teachers rated female students as having more strengths than male students. For both sexes, academic achievement was most highly related to strengths in School Functioning and prosocial behaviour. Strengths in Peer Relationships were significantly related to achievement only for male students. Discussion of these findings, as well as implications for practice are presented.
Résumé
Les approches fondées sur les forces sont de plus en plus reconnues et utilisées dans les milieux cliniques oeuvrant auprès d’enfants et de jeunes. Cependant, le rôle joué par les forces dans le domaine éducationnel avec des élèves habituellement performants demeure encore à explorer. La présente étude analyse les relations existant entre les forces, le comportement en classe et la réussite académique d’un échantillon de 54 élèves de première et deuxième années. Les résultats indiquent que les enseignants évaluent les élèves féminines comme possédant davantage de forces que leurs collègues masculins. Pour les élèves des deux sexes, la réussite académique est fortement liée aux forces relatives au fonctionnement à l’école et au comportement pro-social. Les forces apparentées aux relations avec les pairs ont un effet sur la réussite uniquement dans le cas des élèves masculins. Ces résultats ainsi que leurs implications pratiques sont présentés dans cet article.
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Parties annexes
Biographical notes
JESSICA WHITLEY is an Assistant Professor in the Faculty of Education at the University of Ottawa. Her research interests focus on documenting and improving psychosocial outcomes for students with exceptionalities and improving teacher preparation for inclusive education.
EDWARD RAWANA is an Associate Professor in the Department of Psychology at Lakehead University. He is also Director of the Lakehead Site of the Centre of Excellence for Children & Adolescents with Special Needs (CECASN). He is a practicing psychologist with 25 years of experience working with children, adolescents and their families. His research area focuses on the assessment and use of student strengths in treatment and education.
MELISSA PYE (Ball) graduated from Lakehead University with her Masters in Clinical Psychology in 2006 after completing her thesis with Dr. Rawana studying the role of strengths in the classroom. Currently she is employed at a children’s mental health agency in Thunder Bay, where she works primarily with youth in long-term residential programs. She is also in the registration process with the College of Psychologists of Ontario to achieve a Psychological Associate designation.
KEITH BROWNLEE is the Director of Research for the Centre of Excellence for Children and Adolescents with Special Needs and is a Professor in the School of Social Work at Lakehead University. His area of interest includes clinical work with families and children with an emphasis on personal strengths.
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Parties annexes
Notes biographiques
JESSICA WHITLEY est professeur adjointe à la Faculté des sciences de l’éducation de l’Université d’Ottawa. Ses recherches ciblent la documentation et l’amélioration des résultantes psychosociales pour les élèves atypiques ainsi qu’une meilleure préparation des maîtres en vue d’enseigner dans un contexte inclusif.
EDWARD RAWANA est professeur agrégé au Département de psychologie de l’Université Lakehead. Directeur de la succursale de Lakehead du Centre d’excellence pour les enfants et adolescents ayant des besoins spéciaux (CECASN), il oeuvre comme psychologue clinicien depuis plus de 25 ans auprès d’enfants, d’adolescents et de leurs parents. Ses recherches portent sur l’identification et l’utilisation des forces des élèves aux fins de traitement et d’éducation.
MELISSA PYE (Ball) est diplômée de l’Université Lakehead. Elle a obtenu une maîtrise en psychologie clinique en 2006, suite à la rédaction – en collaboration avec le Professeur Rawana – de sa thèse étudiant le rôle joué en classe par les forces des élèves. Actuellement à l’emploi d’une agence de santé mentale située à Thunder Bay, elle oeuvre principalement auprès de jeunes engagés dans un programme de réhabilitation, résidant dans un centre. Elle a également entrepris le processus d’enregistrement à l’Ordre des psychologues de l’Ontario en vue de recevoir le titre d’associée en psychologie.
KEITH BROWNLEE est le directeur de recherche du Centre d’excellence pour les enfants et adolescents ayant des besoins spéciaux. Il est aussi professeur à l’École de travail social de l’Université Lakehead. Ses travaux de recherche prennent la forme de travail clinique auprès des familles et des enfants avec une emphase sur les forces personnelles.