Les représentations du TDAH dans la littérature jeunesse (notice n° 804401)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03855cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123123205.0 |
| 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 | Savalle, Isaline |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Les représentations du TDAH dans la littérature jeunesse |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 43 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le TDAH est un trouble neurodéveloppemental entraînant inattention, impulsivité et hyperactivité (APA, 2013 ; Kutuk & al., 2018), ayant des répercussions cognitives (Castellanos & Tannock, 2002 ; Sodian & al., 2003) et affectives. Les enfants concernés peuvent donc présenter des difficultés de régulation émotionnelle (Hoza, 2007) ce qui peut avoir un impact sur leur scolarisation. La littérature jeunesse permet d’aborder les représentations sur le handicap et d’ouvrir au dialogue afin de favoriser l’empathie des élèves typiques (Bland, 2013). Une analyse de contenu a été réalisée sur un corpus de 21 ouvrages jeunesse francophones sur le TDAH par la voie d’entrée des symptômes du TDAH (via le DSM-5) et de la scolarisation de l’enfant héros et nous l’avons comparé à une analyse d’un corpus anglophone. Les résultats montrent que les ouvrages abordent de façon adaptée les conséquences du TDAH pour les héros telles que leur hyperactivité et inattention, et que les histoires qui se déroulent dans le cadre scolaire mettent en scène des pairs et enseignants aux comportements clivés. Ce choix de scénario peut permettre aux enfants lecteurs de se positionner en prenant le parti des enfants moqués et en s’identifiant au groupe des défenseurs. Des différences apparaissent entre le corpus francophone et anglophone, notamment dans l’explication du trouble. Ces ouvrages présentent un intérêt certain pour sensibiliser les élèves au TDAH et ainsi favoriser le vivre ensemble. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | ADHD is a neurodevelopmental disorder involving inattention, impulsivity, and hyperactivity (APA, 2013; Kutuk & al., 2018), with cognitive (Castellanos & Tannock, 2002; Sodian & al., 2003) and emotional repercussions. The children concerned may therefore present difficulties in emotional regulation (Hoza, 2007) which may have an impact on their schooling. Children’s literature can address representations of disability and open dialogue to foster empathy in typical pupils (Bland, 2013). A content analysis was carried out on a corpus of 21 French-language children’s books on ADHD through the entry point of ADHD symptoms (via the DSM-5) and the schooling of the hero child and we compared it to an analysis of an English-language corpus. The results show that the books adequately address the consequences of ADHD for the heroes, such as hyperactivity and inattention, and that the stories that take place in the school setting feature peers and teachers with cleaved behaviour. This choice of scenario may allow child readers to position themselves by taking the side of the mocked children and identifying with the defenders group. Differences appear between the French and English corpora, particularly in the explanation of the disorder. These works are of interest to raise awareness of ADHD among students and thus encourage them to live together. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | représentations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sensibilisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | TDAH |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | littérature jeunesse |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inclusion |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | representations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ADHD |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | children’s literature |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | awareness |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inclusion |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lemoine, Lise |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Schneider, Benoît |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Besançon, Maud |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La psychiatrie de l'enfant | 65 | 1 | 2022-04-19 | p. 101-125 | 0079-726X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-psychiatrie-de-l-enfant-2022-1-page-101?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-psychiatrie-de-l-enfant-2022-1-page-101?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux