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The objectives of the research are to describe the personality characteristics of the foster child that contribute to his or her school resilience, to identify the memories of the foster child related to his or her biological family that promote school resilience, and to describe the protective factors in the foster child's environment that explain his or her school resilience. It is based on Bowlby's attachment theory, the analysis of individual and socio-environmental protective processes (Werner, Garmezy and Rutter) and Bronfenbrenner's ecological model.In order to achieve our objectives, we carried out exploratory qualitative research. It was based on a sample of 32 students selected from a pool of 640 entrusted students from four large schools in two major cities in two provinces of Burkina Faso. A questionnaire was used to establish a typology of the reasons for entrusting children. The interview guide was used to explore the individual and contextual factors of these children's school resilience.
About the author
Eboubié KANYALA es doctor en Psicología, especializado en psicología del aprendizaje y de la educación, por la Universidad Norbert ZONGO de Burkina Faso.
