Dans un contexte national de politique nutritionnelle visant entre autres à réduire la prévalence de l’obésité, des actions locales sont mises en place. Ce sont de telles actions que cette thèse se propose d’analyser à travers la façon dont des préadolescents se réapproprient un projet d’éducation alimentaire se déroulant dans leur classe. En prenant le point de vue des préadolescents, l’auteur cherche à comprendre les processus en jeu dans la réception, la réutilisation dans différents contextes (en classe, à la cantine, dans la cour) et la diffusion au sein de la famille du projet. Une enquête ethnographique a été menée dans deux collèges différents d’un point de vue socio-économique mettant en place un projet d’éducation alimentaire dans une classe de cinquième. Grâce à des observations participantes du groupe-classe au collège et à des entretiens semi-directifs dans les familles, nous avons pu reconstituer des configurations singulières permettant de dégager un cadre interprétatif de l’adoption ou non d’une attitude de messager du projet au sein de sa famille. Nos résultats montrent le rôle central joué par le groupe de pairs dans la réceptivité des préadolescents au projet. Les deux collèges se différencient quant à l’image du projet au sein de la classe : le projet est beaucoup moins bien perçu par les élèves dans le collège défavorisé. Cette image plus négative explique en partie pourquoi un moins grand nombre d’élèves de ce collège adoptent une attitude de messager dans leur famille. Ainsi, l’effet du groupe de pairs se fait sentir jusque dans la sphère familiale. / In the national background of nutrition policies aiming at reducing obesity prevalence, local actions are implemented. This thesis proposes to analyze such actions through the way preteens appropriate a food education program which takes place in their class. By taking the preteens point of view, the author tries to understand the process involved in the perception, reinterpretation in different contexts (classroom, canteen, schoolyard) and dissemination of the information within the family. An ethnographic study was carried out in two socio-economically different secondary schools setting up a food education program in year 8. Through participant observation in class and semi-structured interviews in the families, we were able to generate singular configurations. Therefore, this allowed us to construct an interpretative frame for the assumed preteens’ attitudes concerning the diffusion of the project in the family. Our results show the importance of the peer group in the preteens receptivity of the project. The two junior high schools are different concerning the project’s image within the class: the program is far less well perceived by the pupils from the deprived school. This more negative opinion partly explains why fewer pupils from this school assume an attitude of messenger in their family. Therefore, the peer group effect can reach the family sphere.

Bibliotherapy has been used as a therapeutic technique to assist clients to deal with a range of different issues in group as well as individual contexts. In this study, bibliotherapy has been used as an intervention to help six pre-adolescent children in a group setting deal with bereavement following their parents’ divorce. A qualitative research design has been implemented in which an individual pre-therapy interview was conducted with each participant to determine their issues related to their parents’ divorces, coping strategies employed as well as level of English proficiency before an appropriate book was selected. After five group sessions in which bibliotherapy and associated activities were used, each participant was interviewed individually to determine the success of the use of bibliotherapy in this intervention. According to the results, bibliotherapy can be successful in a group context to help pre-adolescents deal with their parents’ divorce. / Psychology of Education / M. Ed. (Guidance and Counselling)

Bibliotherapy has been used as a therapeutic technique to assist clients to deal with a range of different issues in group as well as individual contexts. In this study, bibliotherapy has been used as an intervention to help six pre-adolescent children in a group setting deal with bereavement following their parents’ divorce. A qualitative research design has been implemented in which an individual pre-therapy interview was conducted with each participant to determine their issues related to their parents’ divorces, coping strategies employed as well as level of English proficiency before an appropriate book was selected. After five group sessions in which bibliotherapy and associated activities were used, each participant was interviewed individually to determine the success of the use of bibliotherapy in this intervention. According to the results, bibliotherapy can be successful in a group context to help pre-adolescents deal with their parents’ divorce. / Psychology of Education / M. Ed. (Guidance and Counselling)

Text in Afrikaans with summaries in Afrikaans and English / The child in his middle childhood years are confronted with physical, emotional, psychological and intellectual demands. The support from his parents enables him to make changes by using them as male and female role models. With a physically absent father the child has to face his absence and learn to handle it. The aim of this study was to investigate the child in the middle childhood’s experience of a physically absent father. Semi-structured interviews were conducted with thirteen respondents within the middle childhood years with the aim to explore their perceptions, experiences and how they manage with a physically absent father. The data collected during the empirical study was analyzed and compared with existing literature as a control mechanism. The study was completed with conclusions and recommendations that could be of value during an intervention with children in the middle childhood years experiencing a physically absent father. / Social Work / M.Diac. (Spelterapie)

Text in Afrikaans with summaries in Afrikaans and English / The child in his middle childhood years are confronted with physical, emotional, psychological and intellectual demands. The support from his parents enables him to make changes by using them as male and female role models. With a physically absent father the child has to face his absence and learn to handle it. The aim of this study was to investigate the child in the middle childhood’s experience of a physically absent father. Semi-structured interviews were conducted with thirteen respondents within the middle childhood years with the aim to explore their perceptions, experiences and how they manage with a physically absent father. The data collected during the empirical study was analyzed and compared with existing literature as a control mechanism. The study was completed with conclusions and recommendations that could be of value during an intervention with children in the middle childhood years experiencing a physically absent father. / Social Work / M.Diac. (Spelterapie)