ABSTRACT
When an adolescent benefit from his parent's stay at home, he
has a lot of chances of adaptation and development at school. No student is
stupide. It is the family environment in which the child lives that allows him
to flourish or not. The downside of this situation is also constant in our
societies. Some teenagers, on the other hand, do not manage to flourish well at
school. The reason could be that, what often motivated them no longer exists.
Therefore, they very often find difficult to open up because of the disturbance
caused by their parent's divorce.
In order to find some solutions to this problem, this study
wanted to seek a new figure of affection which will be a support for these
teenagers; and will thus be able to help them adapt to school and secure their
future. Guidance counselor therefore appears to be the one in question in
consideration of these missions. So, by the question: by what process can it be
seized when it participates in the school adaptation of adolescents from
unstable families in school environment for their socioprofessional
integration? It most be said that, its shoring allows the school adaptation on
these adolescents in school environment.
This study took five students from bilingual high school of
Bertoua that made up the sample. And they were chosen according to simple
random sampling. In order to verify our hypothesis, the research was intended
to be qualitative research, of the exploratory type. She used theories,
interview and observations, which help collect data. These were analyzed by
means of a content analysis, and they reveal that belonging to a divorced
family negatively influences the pupil's academic affection at home. Thus,
Guidance counselor, through his support, becomes the student's support at
school.
The results thus presented can be made available to teenagers
who are in this same situation of instability, in order to find some solutions
to their difficulties in the school environment. These results may also
interest Guidance consolers in their helping relationship in the school
environment; this based on the shoring technique.
4 LES PRINCIPAUX SIGLES ET ABREVIATIONS
Art. :..................................................................................................Article
CPO/SUP :.............................................Conseiller
Principal d'Orientation Supérieur
E.N.S. :........................................................................Ecole
Normale Supérieure
Ed. :..................................................................................................................Éditions
E.M.T. :..............................................................Examen
de la Méthode de Travail
Lat. :....................................................................................................Latin
M.I.N.ES.E.C.:...............................................Ministère
des Enseignements Secondaires
M.K.O.:.....................................................................More
Knowledgeable Other
O.M.S. :.............................................................Organisation
Mondiale de la Santé
O-C /P:.............................................................Orientation-conseil/Professionnelle
S. :................................................................................................Suivant
(e)
S.F.P. :............................................................................Société
Française de Pédiatrie
SC.ED.:...........................................................................Sciences
de l'éducation
Z.P.D.:..............................................................Zone
Proximale de Développement
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