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L'adoption Coutumière Inuit Au Nunavik Et Le Comportement De L

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L'adoption Coutumière Inuit Au Nunavik Et Le Comportement De L L’adoption coutumière inuit au Nunavik et le comportement de l’enfant à l’âge scolaire Thèse Béatrice Decaluwe Doctorat en psychologie – recherche et intervention Philosophiae doctor (Ph. D.) Québec, Canada © Béatrice Decaluwe 2016 L’adoption coutumière inuit au Nunavik et le comportement de l’enfant à l’âge scolaire Thèse Béatrice Decaluwe Sous la direction de : Gina Muckle, directrice de recherche Marie-Andrée Poirier, codirectrice de recherche RÉSUMÉ Le principal objectif de cette thèse est de documenter les liens entre l’adoption coutumière inuit et le comportement de l’enfant adopté à l’âge scolaire. Au Nunavik, un tiers des enfants sont adoptés conformément aux pratiques d’adoption coutumière. Le premier article décrit le contexte culturel et les principales caractéristiques de cette pratique. Couramment qualifiée de « don d’enfants », elle repose sur la cession libre et volontaire d’un enfant à un proche parent (tante, oncle, grands-parents) ou à un autre membre de la communauté. Contrairement à l’adoption plénière, en vigueur ailleurs au Canada et aux États-Unis, l’adoption coutumière n’est pas confidentielle et le lien de filiation biologique est préservé. Actuellement, les informations disponibles sur le développement de l’enfant inuit adopté proviennent d’un petit nombre d’études menées auprès d’enfants inuit suivis par les services de protection de la jeunesse. Basée sur les données d’une étude longitudinale prospective menée au Nunavik, cette thèse porte sur un échantillon de 46 enfants adoptés et de 231 enfants non-adoptés suivis de la naissance à l’âge scolaire. Des informations sur l’environnement prénatal et familial ont été collectées et le comportement de l’enfant à l’âge scolaire a été mesuré à l’aide du Child Behavioral Checklist complété par le professeur. Le deuxième article compare les enfants adoptés et non-adoptés sur un ensemble de variables prénatales et familiales et détermine la contribution du statut d’adoption au développement de problèmes de comportements à l’âge scolaire. Les résultats indiquent que le statut d’adoption n’est pas associé aux problèmes de comportements, mais que les enfants adoptés et non-adoptés sont élevés dans des environnements familiaux distincts. Compte tenu de ces différences, le dernier article s’intéresse aux facteurs de risques associés aux problèmes d’attention et aux problèmes externalisés chez les enfants inuit adoptés (n=46). Les caractéristiques de l’environnement familial expliquent une part plus importante des problèmes d’attention et des problèmes externalisés que les caractéristiques prénatales. Ces résultats contrastent avec les études sur l’adoption domestique et internationale menées auprès de populations allochtones. Les points de convergences et de divergences sont discutés et certaines pistes d’explications sont proposées. iii ABSTRACT The focus of this doctoral thesis is on Inuit customary adoption in Nunavik. The main objective is to study the association between customary adoption practices and child behavioral problems at school-age. In Nunavik, one-third of Inuit children are adopted according to customary adoption practices. The first article describe the cultural context and the main characteristics of Inuit customary adoption. Taking place at birth, customary adoption is considered as the donation of a child to a close kin, usually the parent’s sibling or the child’s grandparent. Contrary to closed adoptions which is in standard legal use in southern Canada and in the USA, customary adoption is not confidential and biological ties are not severed. The actual information on the development of Inuit adopted children come from a limited body of studies on Inuit children followed by youth protection services. Using data from a prospective longitudinal study conducted in Nunavik, this thesis included a sample of 46 adopted and 231 non-adopted children followed from birth to school age. Prenatal and familial informations were collected and behavioral problems were assessed using the Teacher Report Form of the Child Behavior Checklist. The second article compare adopted and non-adopted children on prenatal and familial characteristics and examine the actual extent of the increase in the number of behavior problems seen in Inuit children adopted in accordance with Inuit customs. Adoption per se is not associated with higher rate of behavioral problems at school age but adopted and non-adopted Inuit children were raised in significantly distinct family environments at school-age. Given such differences, the last article identified the prenatal and familial risk factors associated with attention problems and externalizing behaviors in a subsample of Inuit adopted children (n=46). Attention and externalizing behaviors were better explained by familial variables at school age than by prenatal variables. These results contrast significantly with previous domestic and international adoption studies conducted with non-indigenous children. Similarities and differences are discuss in this thesis and hypotheses to explain discrepancies are drawn. This study contribute to extend the scope of knowledge on Inuit customary adoption. iv TABLE DES MATIÈRES RÉSUMÉ ..................................................................................................................... iii ABSTRACT ................................................................................................................. iv TABLE DES MATIÈRES ............................................................................................ v TABLE DES ILLUSTRATIONS ................................................................................. x DÉDICACE ................................................................................................................. xi REMERCIEMENTS / NAKURMIK .......................................................................... xii AVANT-PROPOS ..................................................................................................... xiv CHAPITRE 1 : INTRODUCTION ............................................................................... 1 1.1. L’adoption ......................................................................................................... 1 1.1.1. L’adoption comme institution de filiation ......................................................... 1 1.1.2. L’adoption comme mode de circulation d’enfant ............................................. 2 1.2. Les Inuit du Nunavik ......................................................................................... 5 1.2.1. Un peuple marqué par le joug colonial ............................................................. 5 1.2.2. Réalité moderne et conditions de vie au Nunavik ............................................. 7 1.2.3. La persistance d’une pratique culturelle : l’adoption coutumière inuit ........... 10 1.2.3.1. Une brève description de l’adoption coutumière inuit ....................... 10 1.2.3.2. Le développement de l’enfant inuit adopté ......................................... 11 1.3. Le développement de l’enfant adopté ............................................................. 13 1.3.1. Constats cliniques ............................................................................................ 13 1.3.2. Développement affectif et comportemental de l’enfant adopté ...................... 14 1.3.2.1. Méta-analyses sur le développement comportemental de l’enfant adopté ............................................................................................................. 16 1.3.2.2. Études de prévalence des problèmes de comportements chez les enfants adoptés .................................................................................................... 19 v 1.3.2.3. Limites méthodologiques ..................................................................... 26 1.3.2.4. Synthèse des connaissances sur le développement affectif et comportemental des enfants adoptés ................................................................... 30 1.3.3. Facteurs de risque liés au développement de l’enfant adopté .......................... 31 1.3.3.1. Facteurs génétiques et biologiques ..................................................... 31 1.3.3.2. Facteurs prénataux et périnataux ....................................................... 32 1.3.3.3. Facteurs pré-adoptifs .......................................................................... 33 1.3.3.4. Facteurs post-adoptifs ......................................................................... 35 1.3.4. La double filiation de l’enfant adopté .............................................................. 39 1.3.4.1. Le degré d’ouverture du milieu adoptif face à l’adoption .................. 40 1.3.4.2. Le contexte social ................................................................................ 41 1.4. Objectifs et Hypothèses ................................................................................... 43 1.4.1. Objectifs ........................................................................................................... 43 1.4.2. Hypothèses ....................................................................................................... 43 CHAPITRE 2 : ARTICLE 1 ........................................................................................ 45 L’adoption coutumière chez les Inuit du Nunavik : ses spécificités et conséquences sur le développement de l’enfant ................................................................................. 46 RÉSUMÉ ....................................................................................................................
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