Accompagnement socioéducatif et valorisation de l’estime de soi chez la jeune fille déplacée interne à Yaoundé

Abstract

In an environment of security, social, political, and even economic crises, internal displacement has the consequence of putting vulnerable populations in jeopardy. Thus, the strong presence of young internally displaced girls in Yaoundé raises many questions regarding their reintegration, their well-being, and their perception of their new environment. In such a context, marked by the loss of identity markers, stigmatization, marginalization, lack of access to basic social services, increased exposure to all forms of violence, etc., the problem of promoting self-esteem in internally displaced girls arises. This study, to this end, explores the impact of socio-educational support on the promotion of self-esteem in young displaced girls in Yaoundé. According to Denis, Caffin, and Lenoir (2017), socio-educational support is an educational relationship founded on four modalities, namely the interactional quality of the educational relationship, the relational content, the posture of empowerment and co- construction, and finally the adaptability and evolution of the educational relationship. These modalities made it possible to construct the interview guide for a field survey. To conduct this study, we opted for a qualitative approach through semi-structured interviews focused on the elements of socio-educational support and the promotion of self-esteem, and conducted with three participants who are internally displaced girls met at AHR in Biyem Assi and representing the cases of our study. The participants were recruited via the Rosenberg Self-Esteem Scale test (1965). The results of the study confirm that socio-educational support is a promising lever for promoting self-esteem in young internally displaced girls in Yaoundé through a good interactional quality of the educational relationship and the posture of empowerment and co- construction that the support structures offer them. On the other hand, the study reveals a weakness at the level of relational content as well as at the level of the adaptability and evolution of the educational relationship that the support structures must strengthen. The study suggests to the officials that it is imperative to address the challenges related to the diversification and relevance of the content, the implementation of a post-training follow-up program for a better integration of the young internally displaced person