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M’interrogeant sur l’inflation du mot « médiation », j’ai passé en revue quelques unes des pratiques les plus courantes invoquant un terme dont j’ai pu en constater, dans certains cas, l’usage abusif. À partir de là, j’ai tenté de tracer les contours d’un concept en mal de définition. J’ai ainsi dégagé deux caractéristiques intrinsèques de la médiation, à savoir la triangularité et la non-directivité ainsi que ses deux prérequis que sont le libre consentement des participants et la légitimation du médiateur. Par ailleurs, j’ai constaté que la médiation ne s’appliquait pas qu’aux situations conflictuelles et que son enjeu n’était pas exclusivement affectif. Il peut être également matériel, donnant alors lieu à une médiation de type « négociatif ». En croisant ces deux variables, j’ai proposé une typologie des pratiques de médiation. Dans une seconde partie de ma thèse, je me suis livré à une analyse phénoménologique de la médiation, me servant de l’enregistrement de jeux de rôles. Cette analyse m’a conduit à élargir mon champ de vision, d’une «médiation» comprise comme « action du médiateur » à une réalité plus complexe que j’ai appelée « situation médiative » où le médiateur agit autant sur les participants qu’il est agi par eux. Cette situation, loin de se réduire à une pratique instituée, constitue un véritable phénomène social, fréquent dans la vie courante. La confiance que les participants accordent au médiateur, le rôle qu’ils lui font jouer en tant que « base de sécurité » comme alternative au face à face et sa fonction d’étayage de la communication constituent des conditions essentielles de la situation médiative avant même les techniques de médiation. / Wondering about the increasing use of the word « mediation », I reviewed some of the most common practices referring to this word which was, in some cases, misused. On this basis, I strived to draw the outline of a concept in need of definition. In doing so, I identified two characteristics of mediation, namely the triangularity and the non-directivity, as well as its two prerequisites, i.e. the consent of the participants and the recognition of the mediator. Moreover, I noted that mediation does not apply only to situations of conflict and that its stake is not exclusively emotional. It could be material, leading to a negotiating mediation. Crossing these two variables, I then propose a typology of mediation practices. In a second part of my thesis, I set up a phenomenological analysis of mediation, using video recordings of role playing. This analysis led me to broaden my own perspective, from a mediation as « mediator’s action » to a more complex scenario that I called « mediative situation », where the mediator influences the participants and is in turn influenced by them. This situation, far from being restricted to an established practice, is indeed a social and frequent phenomenon. The confidence the participants have in the mediator, the role they give him/her as a “secure base” and as an alternative to the face to face situation, and his function in supporting communication, lay the basic condition of the mediative situation, a long way ahead of mediations techniques.

Dans cette étude, nous avons cherché à caractériser le profil linguistique et le développement d’une population portugaise d’enfants ayant une perturbation spécifique du développement du langage (TSDL) et à analyser, dans le contexte de la théorie de l’attachement, la façon dont ces enfants porteurs de TSDL utilisent la mère comme base sûre, en les comparant à des enfants sans perturbation du langage. D’un autre côté, nous avons étudié la valeur prédictive de l’attachement et des variables développementales dans les compétences linguistiques des enfants. Nous avons retenu comme sujets de notre recherche, 83 dyades mère/enfant, les enfants étant âgés de 4 /5 ans, partagés en deux groupes. À travers les diverses mesures du langage et du AQS (Waters, 1995), il a été possible de vérifier que ces enfants :1) présentaient à l’âge mental propre de la maternelle (préscolaire), des changements sévères du langage, bien que leurs profils soient très hétérogènes ;2) étaient surtout des garçons, d’un ratio de 3:1 ; 3) révèlent une qualité de sécurité de l’attachement à la mère, inférieure comparativement à leurs pairs sans changement au niveau du langage, ainsi que moins de comportements d’attachement, telles que l’interaction douce, la proximité et le contact physique avec la mère.Nous avons également vérifié que l’attachement et les variables de consommation maternelle de tabac pendant la grossesse, la relation avec les amis et les antécédents familiaux de perturbation du langage sont des prédicteurs des difficultés linguistiques de ces enfants, ainsi que des durées d’acquisition du langage, ce qui explique une variance entre 7% et 21%. / This study aims to characterize the linguistic and developmental profile of a population of Portuguese-speaking children with specific language impairment (SLI) and analyze, within the context of attachment theory, how the SLI child uses his mother as a secure base, compared to children without language disorders. In the other eAs a final point, we tried to study the predictive value of attachment and developmental variables in the language skills of children. The participants of our study were 83 mother-child dyads (children aged 4-5 years), divided into two groups. Through various measures of language and AQS (Waters, 1995), we found that these children: 1) present, in pre-school age, severe alterations of language, though their profiles are very heterogeneous; 2) are mostly boys, with a ratio of 3:1; 3) show a lower quality of attachment security, when compared with their peers without language alterations, as well as less attachment behaviors, such as smooth interaction, proximity and physical contact with the mother. It was also found that attachment and tobacco use, relationship with friends and family background are predictors of the linguistic difficulties of these children, as well as of language acquisition timing, explaining 7% to 21% of the variance.

The current study examines interrelations among family factors in a sample of married couples with children in middle childhood. Specifically, this study tested the associations between parents' mental health, marital satisfaction, and provision of a secure base through emotional sensitivity to the child. We further explored bidirectional and moderation effects between spouses. Participants included 86 heterosexual couples residing in the North Texas community. Using the actor-partner interdependence model, multilevel modeling results indicated that both spouse's mental health symptomology and relationship satisfaction are linked to parent's self-perceived ability to provide a secure base; several gender effects were also found. Additionally, actor relationship satisfaction significantly moderated the association between actor mental health symptomology and secure-base provision. In the context of low actor satisfaction, as the actor's mental health symptomology increases, secure-base provision also increases; however, in the context of high actor satisfaction, as actor's mental health symptomology increases, secure-base provision decreases. Additionally, partner relationship satisfaction significantly moderated the association between partner mental health symptomology and actor secure-base provision. In the context of low partner satisfaction, as partner mental health symptomology increases, actor secure-base provision increases; however, in the context of high partner satisfaction, as partner mental health symptomology increases, actor secure-base provision decreases. Spill-over, compensatory, and cross-over hypotheses, strengths, limitations, implications, and future directions are discussed.

När barn börjar i förskolan kan det innebära en stor omställning där barnen får möjligheter till att skapa nya relationer. Relationerna som utvecklas i förskolan kommer att ligga till grund för barns välbefinnande. Syftet med studien är att undersöka och bidra med kunskaper om hur pedagoger arbetar för att stödja trygga relationer/anknytning till barn i åldern 1–3 år, samt hur pedagoger svarar på barns behov av trygghet i utforskandet under leksituationer. Två kvalitativa metoder tillämpades; strukturerade icke-deltagande observationer, samt semistrukturerade intervjuer. Anknytningsteorin tillämpades genom en tematisk analysmetod. Resultatet i studien visade att pedagogernas strategier var grundläggande för hur trygga relationer ska utvecklas till barnen. Pedagogerna tillämpade och berättade att den viktigaste strategin var lyhördhet, närvaro och anpassningsbarhet för att möta barnens kontaktsökande. Vår slutsats är att pedagogernas relationsarbete visade sig ha betydelse för barns välmående och för barns lek. Förskollärarna synliggör anknytningens olika aspekter som beskrivs vara grundläggande i hur barns relationer utvecklas, alla barns relationer ser olika ut och utvecklas på olika sätt. Vidare tar även förskollärarna upp hur viktigt det är att relationsskapandet ska ske på barns villkor för att en trygg relation ska vara möjlig. / When children start preschool, it involves a big adjustment where the children get opportunities to create new relationships. The relationships that develop in preschool will form the basis of the child's development and their well-being. The purpose of the study is to examine and contribute knowledge about how preschool teachers work to promote safe relationships with children in the age of 1–3 years old, as well as how preschool teachers respond to children's needs for security in the exploration during free play. Two qualitative methods were applied: structured non-participatory observations, as well as semi-structured interviews. The attachment theory was applied through a thematic analysis method. The results of the present study showed that the preschool teachers strategies were fundamental of how secure relationships should develop to the children. The preschool teachers applied and said that the most important strategy was sensitivity, presence, and adaptable preschool teachers to meet the children's contact-seeking. Our conclusion is that the preschool teachers relationship work proved to be important for children's well-being and for children's play. The preschool teachers describe the various aspects of attachment that are fundamental in how children's relationships develop. All children's relationships look different and develop in different ways. The preschool teachers want to highlight that the relationship must take place on the child's terms in order so a secure relationship can be possible.