L’absence de considération pour la notion de genre dans l’intervention auprès des enfants manifestant des comportements sexuels problématiques et auprès de leurs parents

Abstract

À partir d’une recension des écrits portant sur les enfants présentant des comportements sexuels inappropriés à l’endroit d’autres enfants, nous réfléchirons à l’absence de considération pour la notion de genre dans la conceptualisation de cette problématique et par conséquent, dans les programmes d’intervention destinés à cette clientèle. Puisque ces enfants sont majoritairement des garçons, et en nous basant sur la théorie de l’apprentissage social, nous soulignerons le rôle central qu’occupe le père en tant que modèle comportemental pour son fils tant sur le plan de son impact sur l’apparition des conduites inappropriées qu’en ce qui a trait au potentiel qu’il représente pour l’apprentissage de comportements plus sains. En fait, nous expliquerons que les comportements sexuels problématiques sont notamment le fruit d’apprentissages réalisés au sein du milieu familial qui se caractérise souvent par des interactions parent-enfant négatives qui favorisent la présence de maltraitance. Nous avancerons comment le processus de victimisation contribue au développement et au maintien de ces comportements. Enfin, dans le but de bonifier l’intervention en la matière et de remettre la notion de genre au centre de nos préoccupations, nous proposerons la Formation interactive parent-enfant comme modèle d’intervention pour compléter la pratique cognitive-comportementale déjà réalisée auprès de cette clientèle.Following a review of literature pertaining to children who exhibit inappropriate sexual behaviour toward other children, we will focus on the notion of gender and address the lack of attention paid to the gender factor in the conceptualization of such conduct as well as in associated intervention programs. Given that most offenders are boys, it is our intention to apply the social learning theory to highlight the pivotal role that a father plays as a role model in terms of (a) paternal influence behind incidences of inappropriate behaviour on the one hand; and (b) the father’s potential to engender more healthy behaviour on the other. Specifically, we will demonstrate how problematic sexual conduct finds its roots within the family milieu in that it is often manifested by parent-child interaction leading to abuse. We will outline how the process of victimization contributes to the development and continued presence of abusive conduct. In order to bring about improvements to intervention programs and to place the gender factor in the forefront of our efforts, we will propose Interactive Parent-Child Training as an intervention model to build upon the cognitive behavioural therapy already developed for the above clients

Cognitive flexibility moderates the association between maltreatment and emotion regulation in residential care children of the middle childhood period

“…Interventions in these environments are too often focused on the child’s behavior problems instead of on the reinforcement of their self-regulatory competencies (Chartrand et al, 2013). Studies have shown that caregivers play a significant role in the acquisition of emotion regulation competencies (Morris et al, 2007).…”

“…Furthermore, by allowing the child to exercise judgment, the educator encourages the development of cognitive flexibility. This is especially important for children in residential care who must adapt and respond to difficult situations such as conflicts with educators and peers daily (Chartrand et al, 2013).…”

“…For children in placement, such as residential care children who may have limited contact with their parents, a positive and healthy relationship with a new caretaker may facilitate the development of cognitive flexibility. Indeed, when placed in residential care, children have the opportunity to develop a significant relationship with an educator who spends time with them on a daily basis, talks about personal matters, and through their active presence, becomes a meaningful caregiving figure that may help with the growth of cognitive skills (Chartrand et al, 2013). In support of the hypothesis that healthy relationships with significant adults promote cognitive flexibility are the results of an intervention study with foster-care children and their parents.…”