Impact de deux interventions visant à améliorer la compétence sociale chez des enfants agressifs à la maternelle

Moisan, Annick; Poulin, François; Capuano, France; Vitaro, Frank
April 2014
Canadian Journal of Behavioural Science;Apr2014, Vol. 46 Issue 2, p301
Academic Journal
The goal of this study was to test the impact of two interventions designed to promote social competence in aggressive kindergartners. A sample of 182 aggressive students (69% boys) were randomly assigned to three conditions: a) an intervention promoting social competence in classrooms (PSC); b) PSC intervention combined with a dyadic peer intervention (PSC + DPI), and c) control. The impact of these interventions were assessed using parent and teacher ratings, direct observations of behaviours and individual interviews with the children. After the end of the interventions, children in the two experimental conditions showed better social problem solving skills compared to control children. Direct observations indicated that boys in the PSC condition and girls in the PSC + DPI condition were more incline to propose an idea to their peers. A marginal increase is also found for cooperation in the two experimental conditions. Overall, the impact of the PSC + DPI condition is not superior to the PSC only condition. These findings are discussed in the context of other similar prevention programs and the characteristics of effectiveness studies.


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