Contes sur moi

1) Category:
General program

2) Issues Behind the Program:

For over 20 years, the Direction de sant publique de Montral-Centre has been involved in the issue of violence. Seen as a genuine public health problem, this situation calls for prevention as early as possible. Schools do not go unscathed. The people working in schools report that the major problems that so many schools grapple with daily are linked to some form of violence, whether bullying, threats, harassment, intolerance, theft, physical assault, vandalism or racism. School authorities and educators must react promptly with concrete action so that these problems do not get out of hand. The causes for aggressive conduct and disruptive behavior in young people are multiple and extend far beyond the classroom. Violence is no simple matter and is not the same for every perpetrator. School is the ideal place for devising and implementing action to prevent violence and the attendant problems.

3) Objectives:
Support the development of certain prerequisites for social skills, namely, selfknowledge and self-esteem, along with recognition and expression of feelings. Offer students opportunities to develop social skills and the ability to resolve problems peacefully. Involve peers in improving the conduct of students who act up.

4) Environment:
Primary schools Families

5) Target Group:
Students from 5 to 9 years old

6) Key Words:
Contes sur moi, curaction, school-family-community partnership, general program, social skills, problem-solving, self-esteem, self-knowledge, feelings, values, social integration, peer participation, primary

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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7) Description:
Contes sur moi, a program to promote social skills for use by school staff who work with students from kindergarten to Grade 3, is aimed at smoothing students passage from the immediate family environment into the world at large. The program is presented as a kit that consists of a guide for each school level and a workbook containing an array of activities for the parents of kindergarten students to do at home with their child, along with a copy of the program called Les ptits gaux, which uses similar activities to broach the subject of gender equality. An informational video presenting the program in documentary style, with real-life footage and comments from program creators and evaluators, from activity moderators, and from parents and children who were in the program, completes the kit. Each guide has three sections: o The introductory section describes the program and its theoretical underpinnings. Various ways of introducing the program are suggested, along with rules and attitudes for successful implementation. The activities section consists of 26 to 47 activities (e.g. crafts, role-playing, lifebased exercises, and childrens stories to discuss in class) led by the teacher or another moderator. The parent component enables hands-on involvement by parents and continuity between the school and the home. Factsheets about the themes covered in class and suggestions for activities at home are sent to parents regularly.

8) Steps:
No specific steps are indicated in the program literature. Those involved are given leeway to establish the program based on needs and the time available. However, we suggest certain basics in implementing the activities: o o o o o Ensure that there are enough activities (at least 20). Stick to the proposed order of the themes. Respect the recommended average length and frequency of the activities (at least 30 to 60 minutes once a week). Occasionally vary and add to the activities so that the students continue to find them interesting and fun to do. Ensure that the activity moderators are given some training and support to foster their motivation.

9) Activities/Actions:
Here is a short description of the themes covered in the program, the first two leading up to the development of social skills: o Self-knowledge and self-esteem: The purpose of the activities in this component is to help the children to get to know themselves better, to appreciate themselves, and to develop a feeling of achievement and self-confidence. These activities foster childrens development of a positive self-image and pave the way for developing their social skills. Recognition and expression of feelings: Behind social ability is the ability to communicate effectively with others. By helping children to recognize and express their feelings comfortably, we contribute to development of a crucial element that

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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empowers them to communicate better and be better understood by the people around them. o Sensitivity towards others: The goal of the activities in this component is to develop childrens ability to feel joy or sadness for others. Children often have an innate sensitivity towards others, but work is needed for it to become genuine empathy. Empathy comes more spontaneously to children who know how to interpret tone of voice, body language or facial expression. This ability also counters the lack of understanding that is often at the root of conflicts. Generosity and mutual assistance: These skills are essential in developing mutual and positive social relationships. The activities used for this theme are aimed at enhancing childrens capacity to recognize the needs of others and to use their natural inclinations to help others or to cooperate with them. Friendship (only in kindergarten): It has been proven that friendships among children enable them to acquire basic social skills and a sense of belonging, and expand their opportunities for exploring and discovering the world. The activities done on this theme make it possible for the children to gain a better understanding of friendship and to discover ways of making friends. Solving relational problems: Children who learn to solve relational problems among themselves enhance their social ability and self-esteem. The activities used in this component therefore introduce children to the steps involved in solving problems:

clearly identify the problem or the need concerned; evaluate the consequences of each of the possible solutions available; apply the best solution; assess the real outcomes of the solution and, if necessary, adjust it accordingly.

10. Resources Required:

Human resources: o o o o Activity moderators (teacher, specialized educator, community worker, etc.) Parent participation The kit is sold for $150. Each document from the kit can be purchased separately. The guides and the activity workbook cost $22 each, and the video costs $65.

Financial resource:

11) Roles of the Participants:

Activity moderator: o o o leads the classroom activities; uses everyday opportunities to work on social skills with the students; establishes communication with the parents and sends them information about the activities that can be done at home. participate by doing some of the activities at home.

Parents: o

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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12) Scientific Basis or Validity:

Contes sur moi was evaluated over a three-year period in order to measure its effects on young people and to examine the implementation process. o The results indicate that when at least 50% of the activities are carried out regularly during the school year, the program has a cognitive and behavioral impact. Students social skills (friendship, generosity and mutual assistance) and self-esteem increase, and there are substantial sociocognitive gains (problem-solving, recognition of the consequences of an action, solution-seeking). Longitudinal measurements show that application of the program for more than one year contributes to maintaining these gains, to their transfer to other environments, to greater motivation and to better academic performance. The evaluation also proves that the students are enthusiastic about the activities. The teachers feel that the students are attentive to and curious about the themes and eager to do the activities. They also say they feel comfortable with the process and consider the activities worthwhile and easy to moderate. Blanger, J., F. Bowen and N. Rondeau (1999). valuation dun programme visant le dveloppement de la comptence sociale la maternelle , Canadian Journal of Community Mental Health, 18, p. 77-104. Bowen, F., J. Blanger and N. Rondeau (1997). Un guide dactivits visant le dveloppement de la comptence sociale la maternelle , Revue prscolaire, 35, p. 18-20. Bowen, F., J. Blanger, N. Rondeau, N. Rajotte, M.C. Laurendeau and Y. Lapointe (1994). Llaboration et limplantation dun programme visant la prvention des troubles de la conduite la maternelle et au premier cycle du primaire , Dimension, Nov.-Dec., p. 6 and 28. Bowen, F., N. Rondeau, N. Rajotte and J. Blanger (2000). valuation dun programme de prvention de la violence au premier cycle du primaire , Revue des sciences de lducation, 26(1), p. 173-196.

For further details about the evaluation, refer to the following articles: o

13) Program Material:

The Contes sur moi kit includes: o o o o o o o An information video (26 minutes) A guide for kindergarten An activity workbook for the parents of kindergarten students A guide for Grade 1 A guide for Grade 2 A guide for Grade 3 Les ptits gaux program

The documents are available for viewing by appointment free of charge at the Centre de communication en sant mentale (CECOM). This enables potential users to determine whether the documents are what they need. (See Contacts.)

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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14) Additional Information:

The information contained in this factsheet was taken, in whole or in part, from: o o http://rire.ctreq.qc.ca/repertoires/fiche/?id=8 ; http://www.santepub-mtl.qc.ca/jeunesse/conte/index.html .

15) Contacts:
Centre de communication en sant mentale (CECOM), Hpital Rivire-des-Prairies 7070, boul. Perras Montral (Qubec) H1E 1A4 Tel.: 514 328-3503 Email: cecom.hrdp@ssss.gouv.qc.ca Website: http://www.hrdp.qc.ca/webconcepteur/web/hrdp/fr/cecom

Direction de sant publique de Montral 1301, Sherbrooke Est Montral (Qubec) H2L 1M3 Tel.: 514 528-2400, extension 3646 Email: webmaster@santepub-mtl.qc.ca Website: http://www.santepub-mtl.qc.ca/ To order a guide from the kit: http://www.santepub-mtl.qc.ca/Publication/bon.html

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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