En France, chaque annee, 140 000 enfants font l'objet d'une mesure de placement a l'Aide sociale a l'enfance. Construit autour de recits recueillis aupres des familles d'origine, des familles d'accueil, des professionnels de l'enfance (juges, travailleurs sociaux...) et surtout des enfants et adolescents concernes, cet ouvrage restitue la parole et la dignite de ceux qui sont l'objet de ces mesures.
Joris, Anna, Stephane, Astrid... ont prete leurs voix, raconte leurs experiences, donne libre cours a leur subjectivite pour rendre compte de la maniere dont sont construits les parcours en protection de l'enfance. Ces garcons et ces filles incarnent les centaines de dossiers consultes dans le cadre de cette recherche. Leurs temoignages permettent de comprendre ce que signifie etre protege. Ils sont leurs histoires individuelles mais egalement des elements de l'Histoire et de la memoire de l'Aide sociale a l'enfance.
En regardant de pres ces parcours, l'auteure invite le lecteur a deconstruire les representations habituelles du placement - souvent negatives - et a se plonger dans la complexite des configurations familiales et institutionnelles. Le croisement des points de vue sur le placement eclaire la dynamique des parcours qu'ils mettent en scene (parcours familial, parcours d'accueil, parcours professionnel, parcours d'enfant place...).

Enfants placés, déplacés, replacés : parcours en protection de l'enfance / (Emilie Potin; préface de Catherine Rollet)

Background The Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self-regulation from a top-down to a bottom-up process and vice versa. Aims The study examines the link between metacognition and emotional regulation in the everyday problem-solving performance of children in elementary school. Emotional regulation is studied from the angle of coping strategies. Sample(s) Participants were 269 children aged 8.17-11.66 years old (Mean = 9.8, SD = 0.88). Methods They completed a French version of the 'The Metacognitive Experiences Questionnaire' developed by Efklides and Petkaki (2005, Learning and Instruction, 15, 415) and the Kidcope (Spirito et al., 1988, Journal of Pediatric Psychology, 13, 555) to measure the coping strategies before and after solving the everyday problem taken from 'The Everyday Cognition Battery' (Allaire & Marsiske, 1999, Psychology and Aging, 14, 261). Results The results indicate that several metacognitive experiences are significantly linked to solving everyday problems, in particular the feeling of difficulty. The other results of our study show that no single coping strategy was linked to problem-solving performance but that the three coping strategies (i.e., emotional outburst, blaming others, and magical thinking) are linked to metacognitive experiences. Conclusions The results highlight the importance of emotional regulation on cognitive performance, both before and after solving the problem. These findings have important implications for teachers, who should be aware of the effect that a feeling of difficulty may have on solving a given problem.

Metacognition and emotional regulation in children from 8 to 12 years old

Student learning in higher education is influenced by parental involvement, peer support, and lecturers' perceptions of agreeableness. This research aims to examine the correlation between parental involvement, peer support, and the perception of personality agreeableness of lecturers on self-regulated learning (SRL) students. This research is a correlational field research model with a quantitative approach. The respondents of this research were 250 students of Yogyakarta State Islamic University who were obtained using a purposive random sampling technique. Data collection uses a scale of SRL, parent involvement, peer support, and perception of the agreeableness personality of the lecturer. Regression analysis is used as a data analysis technique. The results showed that there was a positive and significant correlation between parental involvement with SRL, peer support with SRL, personality perception agreeableness lecturers with SRL, and parental involvement, peer support, and perceptual personality agreeableness of lecturers together with SRL with an effective contribution (R2) of 15.1%. It was concluded that the involvement of parents, peer support, and perception of personality agreeableness of lecturers related to SRL of students. Therefore, to see student SRL can be seen based on the involvement of parents, peer support, and students' perceptions of the personality agreeableness of their lecturers.

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How Are the Parents Involvement, Peers and Agreeableness Personality of Lecturers Related to Self-Regulated Learning?.

Metacognitive training reflects knowledge, consideration and control over decision-making and task performance evident in any social and learning context. Interest in understanding the best account of effective (win-win) negotiation emerges in different social and cultural interactions worldwide. The research presented in this paper explores an extended study of metacognitive training system during negotiation using an embodied conversational agent. It elaborates on the findings from the usability evaluation employing 40 adult learners pre- and postinteraction with the system, reporting on the usability and metacognitive, individual- and community-level related attributes. Empirical evidence indicates (a) higher levels of self-efficacy, individual readiness to change and civic action after user-system experience, (b) significant and positive direct associations between self-efficacy, self-regulation, interpersonal and problem-solving skills, individual readiness to change, mastery goal orientation and civic action pre- and postinteraction and (c) gender differences in the perceptions of system usability performance according to country of origin. Theoretical and practical implications in tandem with future research avenues are discussed in light of embodied conversational agent metacognitive training in negotiation.

Multimodal Interaction: Correlates of Learners’ Metacognitive Skill Training Negotiation Experience

Silence, Solitude and Social Cognition in Adolescence: Implications for Research and Education

Resume Cette recherche s’interesse a la regulation emotionnelle (strategies de coping et temperament) des enfants et des adolescents, en fonction de leurs experiences de vie. Cent quinze jeunes sans passe de maltraitance et 117 en ayant ete victimes et places a l’Aide Sociale a l’Enfance ont passe le Kidcope evaluant leurs strategies de coping ainsi que le questionnaire d’auto- et d’hetero-evaluation du temperament en sept facteurs pour l’enfant d’âge scolaire et l’adolescent. La comparaison des strategies de coping et des dimensions temperamentales utilisees par les enfants et les adolescents de chacun de ces deux groupes met principalement en relief des vulnerabilites de la regulation emotionnelle chez les jeunes victimes de maltraitance. Ces aspects soulignent l’importance de reflechir a des prises en charge favorisant le developpement de certaines strategies de coping et de reduire les facteurs de stress. Ces points sont discutes a la lumiere de dispositifs a visee preventive et therapeutique utilises pour developper les capacites d’adaptation et de regulation emotionnelle.

Effets de la maltraitance sur la régulation émotionnelle des enfants et des adolescents confiés à l’Aide Sociale à l’Enfance

This study focuses on the continuity and disruptions of foster placements in France. Its aim is to understand the effects on emotional regulation (coping strategies and temperament) of fostered children and adolescents. Participants were 221 French children aged 7 to 16. Three types of French placement history were examined (single placements, multiple placements, and mixed parental and foster home placements). Children with no experience of maltreatment provided a normative reference. A quantitative method was used, including a coping strategy scale and a temperament questionnaire. Results indicate that children in the multiple placement group were more emotionally vulnerable than those in the other groups. Findings suggest that particular attention should be paid to ensuring stability in placements. A number of recommendations are made to promote stability, including coordination of child welfare and family support agencies, and training and support of foster families.

Emeline Delaville

Papers

Metacognition and emotional regulation in children from 8 to 12 years old

Effets de la maltraitance sur la régulation émotionnelle des enfants et des adolescents confiés à l’Aide Sociale à l’Enfance

Foster Placement Disruptions in France: Effects on Children and Adolescents’ Emotional Regulation