Formation aaART : Remplacer ses comportements agressifs

CONTEXTE DE DÉVELOPPEMENT DE LA FORMATION

Les comportements agressifs à l’adolescence ont des impacts négatifs importants, à court ou à long terme, tant pour les victimes que pour les agresseurs. Le programme Aggression Replacement Training (ART®), élaboré par des chercheurs américains (Goldstein et al., 1998) fait partie des programmes les plus pertinents dont le but est de diminuer l’agressivité et, plus largement, les comportements antisociaux. Une revue de littérature récente réalisée au Québec indique que la plupart des études évaluatives appuient l’efficacité de ART (Leclair Mallette, Blais et Messier, 2022). L’obtention d’un financement a été une opportunité pour l’IUJD, en collaboration avec le CISSS de la Montérégie-Est, de concevoir une formation hybride afin de favoriser la fidélité de l’implantation de ce programme et de faciliter sa dissémination à travers le Québec (Blais et coll., 2020).

OBJECTIFS DE LA FORMATION

La formation vise le développement de trois compétences liées aux trois composantes du programme.
L’intervenant·e sera capable d’accompagner et d’aider les jeunes à faire ce qui suit.

Améliorer leurs habiletés sociales. Objectifs d’apprentissage:

  • Animer les ateliers sur les habiletés sociales en respectant les principes, les techniques et le canevas
    d’animation du programme
  • Illustrer diverses manières d’appliquer ces principes et ces techniques au vécu partagé

Utiliser des techniques de régulation de la colère. Objectifs d’apprentissage:

  • Animer les ateliers sur la régulation de la colère en respectant les principes, les techniques et le canevas
    d’animation du programme
  • Illustrer diverses manières d’appliquer ces principes et ces techniques au vécu partagé

Réfléchir aux valeurs afin qu’ils tiennent davantage compte de la perspective des autres. Objectifs d’apprentissage

  • Animer les ateliers sur le développement du raisonnement moral, en fonction des niveaux de maturité
    morale des jeunes, en respectant les principes, les techniques et le canevas d’animation
  • Illustrer diverses manières d’appliquer les principes et les techniques d’animation au vécu partagé

Visionnez cette vidéo pour obtenir un aperçu du programme. Il a été réalisé à partir du contenu de la formation en ligne: https://iujd.ca/fr/formation-hybride-aaart

PORTEURS DU PROJET

aaART Training: Replacing Aggressive Behaviour

Arnold Goldstein’s Aggression Replacement Training® and the PREPARE Curriculum® arrived in Quebec and Canada via the research of the francophone system of Social Services in Quebec. The English language services for Youth were the first to benefit from the model because of the obvious … the language. As the research continued both francophone and anglophone youth were exposed to the model. The need to have more widespread ART training in the francophone network quickly became a concrete need. Multiple regional youth service centres joined together to try to build training in French to be used to apply ART across the province. The regional youth centres jointly approved the creation of a French language hybrid ART training program. The goal was to accomplish the training while not paralyzing back up services required for putting youth care professionals in live training when youth needed them in care. The Institut Universitaire Jeunes en Difficulté (IUJD) obtained permission from Research Press to translate and adapt Aggression Replacement Training to form a French language ART training which combined an online theoretical part with two separate days of guided practice in live training. Advanced, Adapted, Aggression Replacement Training or aaART was the result.

Adaptations:

Among the adaptations or advancements or aaART is the method of training. Trainees spend the time they need to assimilate the theoretical tenets of Anger Control Training, Skillstreaming and Moral Reasoning. They do so by individually completing an online training rather than a live training with a larger group. When the theory portion has been completed successfully by a large enough group the entire group meets to carry out guided practice sessions as both trainer and participant. This method cuts down on absence from the floor where work with youth is conducted and reduces cost of using back up staff to replace regular staff sent to training, a greater and greater problem in the field of child and youth care.

A second adaptation is the inclusion to the online training of video footage of actual ART training sessions where ART trained professionals animate Skillstreaming & Anger Control lessons as well as run through Moral Reasoning dilemmas with youth. This practice demonstrates the application of theory to live action… complete with roleplays to demonstrate the roles of trainers or animators of the model.

Theoretical parts of the online training are also followed by quizzes to assure participants are fully understanding what they are being taught before proceeding to new materials. The initial training of concepts in all 3 components (Skillstreaming, Anger Regulation, and Moral Reasoning) includes classroom application, scenarios, and review. Those participants that have a sufficient grasp of 50% of the content proceed to a day of guided practice then repeat the process for the rest of the content. This has proven to be a timely and financially efficient way to complete the training without creating too much strain in providing replacement costs for staffing to replace “on the floor” workers providing essential services to Quebecois youth in difficulty.

Project leaders: