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Julie DACHEZ Julie DACHEZ Mémoire présenté en vue de l’obtention du grade de Docteur de l'Université de Nantes sous le sceau de l’Université Bretagne Loire École doctorale : Cognition, Education, Interactions (ED : 504) Discipline : Psychologie Spécialité : Sociale Unité de recherche : Laboratoire de Psychologie des Pays de la Loire (LPPL, EA 4638) Soutenue le 1er décembre 2016 Envisager l'autisme autrement : une approche psycho sociale JURY Présidente du jury : Eva LOUVET, Professeure, Université de Strasbourg Rapporteurs : Carole TARDIF, Professeure, Université d'Aix-Marseille Eva LOUVET, Professeure, Université de Strasbourg Examinateurs : Marie PREAU, Professeure, Université de Lyon 2 Marie-Françoise LACASSAGNE, Professeure, Université de Bourgogne Nicolas ROUSSIAU, Professeur, Université de Nantes Directeur de Thèse : André NDOBO, Professeur, Université de Nantes Aux personnes autistes. 1 Remerciements À ma famille, et surtout à mes parents, pour leur soutien et leur amour. À François, Augustin et Valentine, qui me rappellent à quel point il est bon de (re)voir le monde avec des yeux d'enfants. À Hubert Billemont, pour sa relecture attentive, ses commentaires avisés, et tous nos échanges qui m'ont stimulée et m'ont amenée à sortir de ma zone de confort intellectuel. Il a su me tirer vers le haut, me rassurer dans les moments de doute, le tout, avec tact, humour et bienveillance. Quelle magnifique rencontre, vraiment! À Carole Tardif et Bruno Gepner, qui sont à l'autisme ce que Elvis Presley est au Rock'n'roll : de véritables stars! Blague à part, les mots ne suffiront pas à exprimer toute la gratitude et l'admiration que j'ai pour les chercheurs, les praticiens - et, si j'ose - les amis que vous êtes. À Fabienne Colombel, pour son écoute attentive, son soutien, et ses conseils. Elle a été une professeure formidable qui m'a transmis la passion de l'enseignement, et est depuis devenue un des référents qui m'auront permis de garder le cap dans la tempête. 2 A Oscar Navarro, por la oportunidad de trabajar con él, por su ayuda, por tratarme de igual a igual, por su sentido del humor, por pasar tan buenos momentos con él. En fin, gracias por su amistad. À Fabienne Vaslet, "oeil de lynx", qui a corrigé avec brio les fautes d'orthographe, de syntaxe, et de grammaire de cet énorme pavé, travail ô combien ingrat et laborieux! À Julia Navarro, pour sa relecture et son précieux soutien dans les moments de désespoir. Mais surtout parce que c'est une joie de l'avoir dans ma vie. À Clémence Delobel, qui m'a très généreusement prêté son appartement à Paris le temps de mener mes entretiens. Son amitié m'est très précieuse. À Anaïs Ameline, une merveilleuse amie qui m'a permis de me dépatouiller avec les analyses factorielles et qui, depuis trois ans, me guide au travers des méandres administratifs de la fac sans se départir de sa patience (et il en faut, avec moi!). À Mathilde Robert, la force tranquille, et Guillaume Mézières, leader charismatique, qui m'ont donné envie de rejoindre Le Labo des Savoirs et m'ont permis de vivre une aventure formidable à leurs côtés. Je n'oublierai jamais ces expériences radiophoniques qui ont été pour moi une parenthèse enchantée. 3 À Aurélia Mahé, qui m'a expliqué comment réaliser des comparaisons planifiées et des Anova à mesures répétées, dans la joie et la bonne humeur, ce qui a priori semble antinomique! Elle a cru en moi depuis le premier jour, et m'a soutenue tout au long de ce travail. Sans elle, je n'y serais pas parvenue. À Caroline Sordia et Grégory Pons, de très belles personnes et d'excellents comédiens sans qui je n'aurais pas pu mener à bien ma seconde expérience. Je leur dois beaucoup. À Bertrand Huneau, qui m'a ouvert les portes de Centrale Nantes. J'avais déjà essuyé de - trop - nombreux refus auprès de plusieurs écoles, je n'y croyais plus, et lui a accueilli mon projet à bras ouverts et m'a permis de réaliser mon expérience dans les meilleures conditions qui soient. Sans lui, cette expérience n'aurait jamais pu se concrétiser. À toutes les personnes autistes que j'ai rencontrées ces dernières années, et surtout à celles qui ont partagé avec moi une petite tranche de vie lors des entretiens. J'ai pour vous tous une sincère affection et une immense reconnaissance. Vos maux sont aussi les miens. Et cette thèse est aussi la vôtre. J'espère avoir été à la hauteur de la confiance que vous m'avez accordée. À tous mes élèves, qui incarnent l'espoir de lendemains meilleurs. Cette jeunesse, à travers ses questionnements, ses doutes et ses envies, me donne foi en l'avenir. J'ai pour eux 4 un réel attachement et je leur souhaite de s'épanouir dans leurs études au moins autant que je m'épanouis à leurs côtés. À Elodie Lalo, qui m'a invitée à présenter mes résultats à l'université d'Orléans, ainsi qu'à Arnaud Lacaille, Albin Hamard, Michael Zicola, et Sandrine Schiano-Lomoriello. Ils m'ont accueillie avec un enthousiasme et une ouverture incroyables, les échanges qui ont jalonné cette journée m'ont ravie et je suis repartie d'Orléans en étant regonflée à bloc! À Misti, Patounette, Popeye et Cayrane. À Ryan Gosling. Parce que pourquoi pas. Aux membres du jury, votre présence m'honore. Et enfin, à André Ndobo, qui a cru en ce projet et m'a permis de le mener à bien. Je leur dis merci. 5 "L'anarchie, c'est la victoire de l'esprit sur la certitude." Georges Henein 6 Table des matières Introduction ............................................................................................................................ 11 Partie théorique ...................................................................................................................... 29 Chapitre 1 ............................................................................................................................ 29 Les Troubles du spectre autistique ................................................................................... 29 1.1°) Histoire ..................................................................................................................... 30 1.2°) L’autisme : enjeux cliniques .................................................................................... 31 1.2.1) Définitions et classifications ............................................................................... 31 1.2.2) Symptomatologie et comorbidités ...................................................................... 33 1.3°) Focus sur les personnes TSA sans déficience intellectuelle .................................... 39 1.4°) TSA et vie à l’âge adulte .......................................................................................... 39 1.5°) TSA : la pathologisation de la différence ? .............................................................. 40 Chapitre 2 ............................................................................................................................ 44 L’interactionnisme symbolique ......................................................................................... 44 2.1°) Histoire ..................................................................................................................... 45 2.2°) La déviance selon Becker ........................................................................................ 46 2.3°) Le stigmate selon Goffman ...................................................................................... 47 2.4°) Stigmate et degré de responsabilité .......................................................................... 48 2.5°) Stigmatisation à l’égard des personnes TSA ............................................................ 50 2.5.1) Stigmatisation et estime de soi ............................................................................ 53 2.5.2) Le rôle des médias dans la diffusion des stéréotypes à l’égard des TSA............ 54 2.6°) Stigmatisation à l’égard des parents d’enfants TSA ................................................ 56 Chapitre 3 ............................................................................................................................ 58 Les relations intergroupes .................................................................................................. 58 3.1°) Perspective individuelle ........................................................................................... 59 3.2°) Perspective intergroupe ............................................................................................ 60 3.2.1.) Sherif .................................................................................................................. 60 3.2.2.) Tajfel et Turner .................................................................................................. 60 3.3°) Préjugés et stéréotypes ............................................................................................. 62 3.4°) Attitudes et changement d’attitudes ......................................................................... 64 3.4.1) Histoire ................................................................................................................ 64 3.4.2°) Définition ........................................................................................................... 65 3.4.3°) Structure des attitudes ....................................................................................... 66 3.4.3.1) Modèle unidimensionnel des attitudes ......................................................... 66 3.4.3.2) Modèle tripartite classique ..........................................................................
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