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L’objectif de cette thèse était d’évaluer Espace de Transition (ET), un programme novateur d’intervention par les arts de la scène visant à favoriser la réadaptation psychosociale d’adolescents et de jeunes adultes présentant des troubles mentaux stabilisés et à diminuer la stigmatisation des individus aux prises avec des problèmes de santé mentale. Ce programme a été conçu par une équipe de cliniciens du département de psychiatrie du Centre hospitalier universitaire Ste-Justine, en collaboration avec des artistes professionnels, et est livré depuis le printemps 2009.

L’évaluation du programme ET a été conduite de manière indépendante, selon des approches collaborative et naturaliste et en usant de méthodes mixtes. Les données de recherche ont été recueillies avant pendant et après le programme auprès de l’ensemble des participants à deux sessions distinctes (N = 24), de même qu’auprès des deux artistes instructeurs, de la psychoéducatrice responsable du soutien clinique, ainsi que des psychiatres et autres intervenants ayant référé des participants (N=11). Des entrevues semi-structurées individuelles et de groupe, des observations directes et des questionnaires ont servi à recueillir les données nécessaires à l’évaluation. Des analyses quantitatives de variance, ainsi que des analyses qualitatives thématiques ont été réalisées et leurs résultats ont été interprétés de manière intégrée.

Le premier chapitre empirique de la thèse relate l’évaluation de la mise en oeuvre du programme ET. Cette étude a permis de constater que le programme avait rejoint des participants correspondant de près à la population visée et que ceux-ci présentaient globalement des niveaux élevés d’assiduité, d’engagement et d’appréciation du programme. L’évaluation de la mise en oeuvre a en outre permis de conclure que la plupart des composantes du programme identifiées a priori comme ses paramètres essentiels ont été livrées tel que prévu par les concepteurs et que la plupart d’entre elles ont été largement appréciées et jugées pertinentes par les participants et les autres répondants consultés.

Le second chapitre empirique consiste en un article portant sur l’évaluation des effets du programme ET relativement à l’atteinte de trois de ses objectifs intermédiaires, soient l’amélioration 1) du fonctionnement global, 2) du confort relationnel et des compétences sociales, ainsi que 3) de la perception de soi des participants présentant des troubles mentaux. Les résultats de cette étude ont révélé des changements significatifs et positifs dans le fonctionnement global des participants suite au programme, tel qu’évalué par les cliniciens référents et partiellement corroboré par les participants eux-mêmes. Des améliorations en ce qui concerne le confort relationnel, les compétences sociales et la perception de soi ont également été objectivées chez une proportion substantielle de participants, bien que celles-ci ne se soient pas traduites. [résumé de l'éditeur]

This project is concerned with how circus training can benefit children diagnosed on the autistic spectrum and, in turn, their families. Many “special needs” children spend a great deal of time in physiotherapy, speech therapy, osteopathic therapy, occupational therapy and behavioural therapy. The thesis explores how circus can open up a new world to such children, enabling them to take risks, physically and emotionally; to stretch the capacities of their bodies in an environment that enriches their social development. Not only do they gain in strength, coordination and physical awareness, they can also gain confidence, opportunities for creative expression and a sense of “fitting in”.

For the parents and siblings of children with autism, circus training sessions provide respite and a chance to enjoy seeing their family member becoming involved with other children and achieving things that might not have seemed within their capabilities. There are frequently flow-on effects through improvements in autistic children’s skills and behaviours in daily life. Families can also become part of the “circus family” – sharing a sense of community with other families who understand the challenges that accompany life with an autistic child: a sense of isolation in the wider community, the frustrations, embarrassments and feelings of being judged. In the circus community, parents never need to apologise for their child in the same breath as introducing themselves.

The project draws on observations from my work as a circus performer and trainer; focused interviews with several physiotherapists, occupational therapists and circus trainers; literature relating to youth and social circus, and autism; and theoretical work on creativity, embodiment, difference, identity, belonging and changing notions of community, particularly from Foucault, Deleuze and Guattari, Agamben and Probyn.

I set out to demonstrate the practical value of circus to children with special needs and their families; that the environment of creative chaos developed in circus is particularly beneficial for children with autism; that the practice philosophy of circus values both difference and inclusivity, helping to build community; that philosophy and cultural theory can provide insights into how circus “works” for autistic children and their families; and that participation in circus can change how people understand the world and each other. My aim as a circus professional is to encourage us all to re-think how we approach physical therapy for children with special needs and to provide some theoretical frameworks that support the exceptional work of youth circus schools around Australia. [author summary]

É notório o aumento do trato das atividades circenses como conteúdo na educação física escolar, dinâmica que pode ser observada igualmente no incremento da produção acadêmica. Tomando como ponto de partida o contexto anunciado anteriormente, o objetivo desta pesquisa consistiu, em primeiro lugar, em analisar "o estado da arte" no que diz respeito à produção acadêmica dedicada ao estudo das atividades circenses no âmbito educativo, particularmente na escola, para, num segundo momento, realizar um estudo de campo descritivo sobre como esta prática vem sendo abordada em duas escolas, uma no Brasil e outra na Espanha. Os resultados confirmam a tendência anunciada, isto é, de que as atividades circenses estão cada vez mais presentes nas aulas de educação física e de que existe um incremento da produção acadêmica sobre este assunto, embora a maior parte dos estudos ainda trate sobre relatos de experiência. Contudo, apesar do aumento da sistematização e da reflexão sobre a pedagogia das atividades circenses, percebemos que os avanços ainda são tímidos frente ao significativo aumento das experiências escolares. Por outra parte, a pesquisa revela como diferentes propostas pedagógicas, tanto na iniciativa privada quanto na pública, podem alcançar resultados expressivos, quer na dimensão conceitual como também na prática das atividades circenses.

The following essay is intended to accompany my final project in the Process Work Diploma/Master of Arts program; a creative arts venture with both educational and social action components, entitled, “The Circus Project.” The Circus Project, now a registered nonprofit, was designed as an experimental training ground for the creation of an innovative methodology for working with at?risk1 and homeless youth, based on the integration of circus, theatre, and Process Oriented Psychology. The intention of the project was to demonstrate how techniques in Process Oriented Psychology could be applied to circus and theatre arts in various aspects of the creation process within the population of homeless and at?risk teens and young adults. It was hoped that the integration of circus arts and Process Work would empower disadvantaged youth in a variety of ways, while offering an emerging methodology which leaders in the
fields of theatre and circus arts could successfully utilize to create new and invigorating forms of artistic expression. In addition to offering a description of my personal background, the project, and a discussion of its relevancy to Process Work, this essay seeks to assert the significant benefits Process Work is capable of contributing to the crafting of meaningful and skilled art that impowers both the participants and the wider audiences for which they perform.
A project of this magnitude could not be embarked upon without the financial,
organizational, and emotional support of a number of people. While any attempt to publicly acknowledge the myriad of volunteers, collaborators and funders is bound to be incomplete, there are a few key players whom I feel compelled to mention, without whom, The Circus Project would not have blossomed into fruition. [author summary]

Lo sviluppo è un concetto complesso e per molti versi contradditorio: ciò che ha portato modernizzazione, crescita economica e sviluppo sociale in determinate parti del mondo e a gruppi spesso ristretti, presenta un rovescio della medaglia oscuro, evidente dai gravi problemi di povertà, esclusione e deprivazione per gran parte dell’umanità.
In questo lavoro l’analisi dell’approccio delle capacità (di Amartya Sen e Martha Nussbaum in particolare) e degli studi riguardanti le capacità dei bambini sono utilizzati per valutare l’impatto delle attività proposte da una o.n.g. brasiliana che opera con ragazzi in situazione di rischio sociale; ricercando cioè una connessione tra teorie ed esperienze che si rifanno alla concezione di sviluppo come libertà, si è tentato di analizzare, attraverso una ricerca sul campo avvenuta tra settembre e dicembre 2007, l’impatto dei progetti dell’o.n.g. sulle capacità degli utenti.
Secondo l’approccio delle capacità occorre puntare ad uno sviluppo pienamente umano, e non limitarsi a considerazioni puramente economiche. Esistono diversi modi in cui tale obiettivo può essere perseguito: il Programa Social Crescer e Viver, o.n.g. che opera nella Regione Metropolitana di Rio de Janeiro (specificamente, nei municipi di Rio de Janeiro e di São Gonçalo), utilizza le attività artistiche, ed in particolare circensi, per promuovere lo sviluppo di bambini, adolescenti e giovani in situazione di rischio sociale, puntando a stimolare la partecipazione comunitaria in un processo di trasformazione effettiva della realtà.
La ricerca ha rilevato alcuni importanti risultati.
In primo luogo, sono state individuate sette capacità fondamentali per i bambini brasiliani, tutte ugualmente importanti e tra loro correlate. A livello descrittivo, le circa cinquanta interviste realizzate con educatori, ragazzi, genitori, e membri della comunità hanno evidenziato effetti positivi, da parte delle attività dell’o.n.g., su tutte le sette capacità individuate.
L’impatto sui funzionamenti, tenendo conto degli indicatori selezionati, è determinato analizzando la differenza tra un livello iniziale, fornito dai dati relativi al contesto, e gli effetti del progetto, dati dal valore degli stessi indicatori sui beneficiari da un periodo sufficientemente lungo. I risultati più importanti sono stati rilevati a proposito delle capacità di integrità fisica, sicurezza e protezione, interazioni e relazioni sociali, e gioco e libera espressione, rispettivamente attraverso gli indicatori “gravidanze precoci”, “frequenza scolastica”, e “lavoro infantile”.
Tra gli utenti del progetto, il tasso di gravidanze tra le ragazze dai 15 ai 19 anni, e il tasso di lavoro minorile sono pari a zero, e tutti i bambini ed i ragazzi in età scolastica frequentano la scuola.

Le phénomène des jeunes qui vivent des difficultés constitue une réalité incontournable des grandes cités du monde. Il a suscité un grand nombre d'actions, des plus protectrices aux plus répressives. Cette thèse par articles pose un regard international et transdisciplinaire sur ce phénomène, s'appuyant sur un modèle d'action sociale qui propose des ateliers de cirque à ces jeunes soit, le programme Cirque du Monde (CdM). Considéré comme un exemple du courant alternatif émergent, CdM est retenu pour son potentiel à fournir un éclairage révélateur sur le phénomène des jeunes qui vivent des difficultés et sur l'univers paradigmatique qui l'entoure.
L'approche est qualitative, de type étude de cas unique et se situe dans une posture interprétative et compréhensive. La méthodologie a privilégié l'observation participante et directe et les entrevues semi-directives. Le travail s'est enrichi d'une recherche documentaire continue sur les orientations des organisations internationales dédiées aux jeunes, les actions développées à leur intention et les documents produits par le CdM ou à son propos. Pour saisir la démarche du CdM, le sens qu'elle revêt aux plans individuel et social et son rôle sur le continuum paradigmatique, trois dimensions du paradigme (les fondements théoriques, les représentations sociales, l'agir) sont examinées au sein de différents univers, régions du monde - concernés par le phénomène, puis au sein du programme CdM, par l'entremise de deux de ses actualisations, la Nation Atikamekw et Mexico, dans un passage du local au global. [extrait du résumé de l'auteur]

This dissertation examines the lived experience of circus training in a youth circus program from the perspective of the young recipients of such training. The author provides historical contexts for youth circus training, focusing on activity in the United States. Literature relating to youth circus training is reviewed, beginning with a brief consideration of the large number of works dealing with circus in general, followed by a review of the few scholarly and practical sources pertaining directly to the phenomenon of youth circus training. The author then goes on to employ qualitative methods to examine youth circus training at Fern Street Circus in San Diego, California, using data collected in interviews conducted with young participants in the Fern Street program. The results were transcribed, all statements given equal weight, and sorted for themes of meaning. Those themes that emerged in every interview became the basis for the phenomenological assertions in the findings. Multiple intelligences theory provided a conceptual framework for organizing these themes. The author conducted additional interviews late in the study to confirm and enrich findings. Themes that developed within the data include engagement with interpersonal relationships including friendships and family dynamics, developing a sense of self-identity, balancing risk taking and risk management, economic considerations, athletic physical development, and learning the aesthetics of circus performance. It is hoped that this rich set of ways in which the participants in the study reflected on their experience of youth circus training will support the rationales given by youth circus educators, and that this study will meaningfully add to the limited scholarly discourse regarding youth circus training. [author summary]