Exploration de l'adaptation du modèle psychoéducatif au Nunavik : étude de cas d'un projet communautaire
Communities of Nunavik and their leaders are currently creating important forms of mobilization in an effort to develop local and culturally appropriate approaches to support the wellbeing of children and their families. In this context, the Inuit leaders reached out to a research group to help document and support this movement. As a psychoeducation student involved in this research project, my goal is to explore the adaptive qualities of psychoeducation in the context of the project under development. This thesis is based on the particular case study of a 'family center', Tasiurvik, first community-based center for families. We documented the activities of the family center through eight semi-structured interviews conducted with people involved in the local project, field notes taken during stays in the community at five different occasions and the activity reports written by volunteers responsible for activities in the center. Our analysis is driven by two specific questions : What can we learn about the realities and challenges of creating a program from the ground up ? What can we learn about our own psychoeducational frame of reference with regards to its adaptability and relevance in a different cultural context ? We take on an intercultural approach for our data analysis, positioning ourselves as 'outsiders' (Lockhart,1982), observers bearing our own cultural biases. We then categorize the data according to the components in Gendreau's overall structure model (2001). After researching the similarities, variances and differences between Gendreau's suggested model to plan activities and Tasiurvik's own ways, we identified certain similarities, such as the pivotal role of volunteers as facilitators, the importance of connections and of a recognition system. However, certain key aspects of the data could not easily be related to any of the components of the traditional psychoeducational model from Gendreau. Moreover, some of the data pertaining to specific components revealed information that somewhat challenged or complemented Gendreau's definitions of said components. Such variations were noted in the establishment of codes and procedures or responsibilities. Other significant differences came to light with regards to the central axis, where the objective component are of little importance, iii whereas the means to create connection, which is normally a peripheral component, becomes more of a central one. The results brought us to conclude that some adjustment would be required to make the model more comprehensive. We propose the addition of two new components, namely the language and constraint components, and we reflect upon spaces of mutual exchange in different sources of knowledge.
adaptation culturelle Inuit Psychoeducational model culturale adaptation psychoeducation communitary initiative qualitative research