This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation definition and (...) conflict in situation definition. Finally, the article mobilizes an intercultural approach (Abdallah-Pretceille, 2003 ; Clanet, 1990 ; Camilleri, 1993) which, in reference to a threefold subjectivist, interactionist and situational perspective, aims to shed light on the dimensions of guidance that are otherness and heterogeneity. Ce texte traite de l’accompagnement socioprofessionnel des migrants comoriens résidant dans l’île de La Réunion. Il questionne principalement le processus de construction de l’accompagnement en tant que situation professionnelle. Pour appréhender la complexité de ce processus, nous avons convoqué une démarche ethnographique (Woods, 1990) privilégiant une double entrée : celle de l’accompagnateur et celle de l’accompagné, une approche microsociologique (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) permettant d’articuler les concepts de définition de la situation et de conflit de définition de la situation et enfin une approche interculturelle (Abdallah-Pretceille, 2003 ; Clanet, 1990 ; Camilleri, 1993) visant à élucider, en référence à une triple perspective : subjectiviste, interactionniste et situationnelle, les dimensions altéritaire et hétérogène de l’accompagnement. (shrink)

This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation definition and (...) conflict in situation definition. Finally, the article mobilizes an intercultural approach (Abdallah-Pretceille, 2003 ; Clanet, 1990 ; Camilleri, 1993) which, in reference to a threefold subjectivist, interactionist and situational perspective, aims to shed light on the dimensions of guidance that are otherness and heterogeneity. Ce texte traite de l’accompagnement socioprofessionnel des migrants comoriens résidant dans l’île de La Réunion. Il questionne principalement le processus de construction de l’accompagnement en tant que situation professionnelle. Pour appréhender la complexité de ce processus, nous avons convoqué une démarche ethnographique (Woods, 1990) privilégiant une double entrée : celle de l’accompagnateur et celle de l’accompagné, une approche microsociologique (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) permettant d’articuler les concepts de définition de la situation et de conflit de définition de la situation et enfin une approche interculturelle (Abdallah-Pretceille, 2003 ; Clanet, 1990 ; Camilleri, 1993) visant à élucider, en référence à une triple perspective : subjectiviste, interactionniste et situationnelle, les dimensions altéritaire et hétérogène de l’accompagnement. (shrink)

L’accompagnement de fin de vie est devenu une pratique usuelle, conseillée, en France, dans les établissements d’hébergement pour personnes âgées dépendantes. Il fait l’objet de formation continue et est inscrit dans les recommandations des sociétés de soins palliatifs. Mais l’accompagnement de fin de vie est-il un concept ? Une pratique ? Une fonction ? Qui sont les acteurs de cet accompagnement ? Est-ce une attribution des professionnels de santé ou de tout un chacun dans la société ? (...) Nous tenterons, d’abord, de cerner le concept d’accompagnement dans le champ des pratiques sociales. Nous verrons qu’il s’agit bien d’une pratique qui s’appuie sur des fondements théoriques du souci de l’autre, de la bienveillance, de l’être-avec. Puis la description sociohistorique de l’accompagnement et du soin palliatif nous montrera l’idéal humain qu’il recouvre. Cependant les valeurs communes à l’un et l’autre tendent à la confusion entre accompagnement de fin de vie et soin palliatif. C’est pourquoi certains auteurs nous invitent à une réflexion éthique sur l’accompagnement. Ils nous proposent de préciser la fonction et la posture professionnelle qu’il requiert. Enfin, nous verrons l’importance de délimiter le contexte dans lequel s’insère cette pratique. (shrink)

L’enfant adopté est le dépositaire du narcissisme parental, avec ses forces et ses fragilités. Dans le cas clinique exposé, le lien – à partir d’une filiation instituée – se bâtit sur des émotions – joies et inquiétudes – partagées, l’histoire du couple entrant parfois en résonance avec celle de leur fils. En accompagnant la famille adoptive, l’intermédiaire est un « co-créateur » du lien; il a pour fonction de contenir doutes et angoisses.

Afin d’accompagner les frères et sœurs d’enfants handicapés, des dispositifs groupaux se développent depuis quelques années dans les services médico-sociaux. L’auteure, psychologue clinicienne, présente ici le fonctionnement d’un groupe fratrie destiné à des enfants de 4 à 10 ans, et plus particulièrement l’utilisation du dessin dans ce cadre. Par le croisement d’éléments théoriques et l’apport de situations cliniques, une réflexion est menée sur l’intérêt du dessin et du récit de celui-ci dans la relance des processus narratifs chez les enfants. Ces (...) capacités de liaison ainsi soutenues permettent, le plus souvent, de contrer les effets traumatiques de la survenue du handicap dans la famille. Ceci permet d’appréhender l’un des facteurs de l’effet thérapeutique de ce dispositif. (shrink)

This article explores a training need common to every stage of a teacher’s career : the need to be accompanied. It takes an integrative perspective on the process of the situated learning of teaching, throughout the career, from the pre-service practicums to the period of entrance in the profession then to the in-service training. Providing a reflexive accompaniment of the teachers’ practical experiences is here presented as a central factor for linking the training and the work environments. The first part (...) of the article exposes our conception of a reflexive accompaniment and justifies its importance for the evolution of the teaching practices. Then, we describe how we were convinced of that importance through our role as directors of two teacher training devices, one in Switzerland, one in Quebec. Finally, the third part of the article is devoted to the training of the persons that practice such an accompaniment. (shrink)

Over the course of a lifetime, the risk of professional disruption is considerable. The most frequent causes of disruption are linked to illness or accidents, which leads many employees or self-employed people to change their professional status by obtaining recognition as disabled workers from Maisons Departmentale des Personnes Handicapées (MDPHs) (Departmental Centres for Disabled People). This situation concerns a significant proportion of the population. This research study, which was carried out using a qualitative methodology based on ten interviews and eighty (...) questionnaires, sheds new light on the support provided during skills assessments. It re-examines the support provided to jobseekers who have been recognized as disabled workers by examining the in-between positions of employment support professionals, the in-between nature of the challenges they face, and the in-between nature of the timeframes required to get people forced to change career path back into the workplace. (shrink)

Collaborative inquiry (CI) often prefers using the small group as the main method of investigation serving the twin goals that characterize this type of research—the production of scientific knowledge and the professional development of its participants. The small group offers researchers and practitioners a mutual space for analyzing issues of common interest which arise from the day-to-day experience of the latter. Supporting these groups and their participants can be a major challenge and plays a crucial role in carrying out a (...) CI project. But what exactly do this stance and the work supporting it entail? The authors of this article offer some possible answers to this broad question by drawing on their own experiences in various CI projects and on a systematic approach that they have developed in recent years. Knowledge related to CI— as a methodological approach and as part of the process and goals of experiential learning in particular—made it possible to study support issues, starting with areas of focus that guide researchers and act as reference points in the course of this work. (shrink)

Les entretiens familiaux proposés aux familles des adolescents handicapés mentaux constituent un dispositif important de la prise en charge. L’instauration d’un espace libre d’échange et de travail psychique avec la famille a le plus souvent un impact positif sur le parcours de l’adolescent. Cependant, les défenses parentales érigées contre la souffrance liée au handicap de l’adolescent sont susceptibles de rendre ce travail difficile voire de le mettre en échec. Les éprouvés contre-transférentiels permettent, dans ces situations, la formulation d’hypothèses compréhensives concernant (...) les interactions parents-adolescent handicapé. (shrink)

Support to professional development and even to professionalization of workers, such as teachers, trainers, nurses, social workers, leaders, etc., is currently raising researcher’s interest especially in Education Sciences. Nevertheless, little research has been conducted on non-graduates young people’s accompaniment while many programs have been developed, especially in France, to support their professional integration. The purpose of this paper is to examine the links between trainers’ accompanying logic and the conscious awareness of competencies of young people without qualifications. This study highlights (...) how support practices are organized by trainers to help young people in precarious situations to become aware of their competencies by encouraging their reflexivity, their autonomy and their interactions with the others. (shrink)

Cette communication s'interroge sur l'évaluation des dispositifs d'accompagnement à la scolarité et, plus largement, sur l'évaluation des projets qui gravitent autour de la notion de réussite éducative. Après avoir défini l'accompagnement à la scolarité et les principes de l'évaluation externe, quelques résultats sur l'efficacité des actions sont rappelés. Pour conclure, les enjeux actuels de l'évaluation des politiques de réussite éducative sont exposés ainsi que des propositions sur l'adaptation de la méthodologie de l'évaluation.

The question of the professionalisation of the actors often makes debate because it could imply that an actor who professionalises is not a good professional even that he is not qualified. This position is all the more reinforced when these actors live moments of professional transition, where the doubts and the uncertainties come to push aside their professional identity. How consequently as well as possible to accompany them at best in these moments which re-questioning? This article aims at showing how (...) by a reflexive plan of training- action an approach of professionalisation can be, a process of construction of the subjects which allows them to become aware of their luggage of experiment, their professionality and, on the other hand which contributes to the construction of their posture of apprenance. It is about a process in movement which joins in the philosophy of the training and the orientation throughout the life, in which the subject has to recognize itself as an actor in the work, as an author of its work and as a subject in work on its constructive activity supporting its development thus. (shrink)

This article traces the way autonomy has become a recognised value in health care in France. In a country that based its social fundamentals on the very idea of solidarity for many years, autonomy has long been considered a foreign ‘Anglo-American principle’. Taking the example of the end-of-life debate, the article shows, however, how the use of the French term ‘accompagnement’ allowed autonomy to be redefined and to be associated with the concept of solidarity. Exploring the arguments used over (...) the past 25 years in professional guidelines, parliamentary reports, ethics committee reports, and legal texts, the authors describe the shift that took place in public and legal discourses on end-of-life care. The analysis demonstrates how the scope of autonomy has been limited by other social values, such as the protection of the dying person, in order to become an accepted social value in its own right. The example of the French end-of-life debate shows that depending on how the concept of autonomy is adapted and applied in a specific context, it can be compatible with the idea of solidarity. Such compatibility has been challenged previously in the international bioethics debate. By demonstrating the possibility of combining autonomy and solidarity, this article makes an important contribution to the international bioethics debate and to the dialogue between countries that are often perceived as significantly different. (shrink)

Développé dans le cadre d’une recherche-action, s’appliquant à appréhender l’évolution des relations entre une famille en situation de handicap et des professionnels, le « foyer bientraitant » est un schéma susceptible de mieux concevoir de quelle manière l’on peut poser, en tant qu’intervenant, un regard utile à soutenir un processus de bientraitance. Au travers d’une situation clinique, est évoqué l’intérêt de recourir à une méthodologie qui soutient une réflexion sur le quotidien, tout en reconnaissant les avantages et limites de ces (...) modèles qui s’ancrent dans la singularité d’une pratique. (shrink)

The question of postures is a relatively recent concern for the actors involved in teacher education. It is important for the teacher educator to identify the postures he adopts so that the student teacher can learn to practice his profession independently and develop his professional singularity. In the same way, the mentor during the induction period, by adopting certain postures, plays a major role in the professional development of the beginning teacher. These aspects have been the subject of a doctoral (...) research conducted through a qualitative multiple-case study in a context of teacher induction. From the conversations between the mentors and the beginning teachers, several postures were identified. In addition, semi-structured interviews with the mentors revealed their conceptions relating to the accompaniment, which gave an orientation to the postures adopted. Once the theoretical framework of the accompaniment postures exposed, this paper states the link between these and the ethical principles underlying their practice, the vision of their role and their position towards the beginner. (shrink)

At Symposium No. 14, which took place as part of the 7th International Symposium on Education, a round table discussion was held with five speakers from the field of education at different levels of teaching. This round table was an opportunity to discuss the issues associated with the link between beliefs and pedagogical practices among teachers at different levels of teaching, as identified by the various papers, and to review experiences or training systems implemented to help support teachers in this (...) regard. The participants shared their experience of accompaniment future and beginning teachers, highlighting the discomforts felt by future and beginning teachers that corresponds to elements often raised in the literature. There were also processes put in place, depending on the different situations, to promote professional integration and integration into a school team, both through co-development processes and group or individual reflections on the knowledge and conceptions of these teachers who were coached. The analysis of their professional practice is a focal point reported by all the participants. (shrink)

Cet article se fonde sur un retour d’expérience auprès d’un nouveau-né présentant une maladie invalidante, lors de ses séjours en service de néonatologie au CHU d’Amiens puis de son hospitalisation à domicile. L’équipe de soins psychiques périnataux accompagne la famille dans le cadre d’une application thérapeutique de l’observation du nourrisson selon la méthode Esther Bick. Initié à l’hôpital et se continuant au domicile, ce travail a porté sur la restauration de la fonction parentale, celle-ci permettant la construction d’une peau psychique (...) relationnelle et le déploiement d’une qualité relationnelle étonnante et particulièrement vivante. Ce travail a permis une sortie de l’enfant au domicile pour de longues périodes. (shrink)

Through Quebec universities, the population of students with emerging disabilities is higher than the population of students with physical disabilities. Within our university, the social work’s departement has the largest proportion of students with emerging disabilities. The varied challenges faced by these students with mental or neurodevelopmental disorders during their theoretical training tend to increase during internships, leading to extensions, dropouts or failures. The aim of this article is to describe the structure that has been developped to support these social (...) work students. (shrink)

L’État est le plus souvent représenté comme une entité abstraite et neutre. Or il est fondamentalement une réalité concrète et située, qui s’incarne dans le travail de ses agents. Ceux-ci ne se contentent pas d’appliquer des directives et des procédures ; les jugements qu’ils formulent et les émotions qu’ils ressentent sont partie prenante de leurs décisions, dont la somme constitue l’action publique. Autrement dit, l’État est également une entité morale. C’est ce que montre cet ouvrage qui, au fil d’une enquête (...) ethnographique de cinq années, s’attache à comprendre l’ordinaire du fonctionnement de l’État à travers un ensemble d’institutions : la police, la justice, la prison, les services sociaux et la santé mentale, qui ont en commun d’avoir affaire, en large part, aux mêmes publics, composés d’individus de milieux populaires et précaires ou d’origine immigrée. Défini dans cette tension entre les politiques telles qu’elles se décident au sommet et les pratiques des agents dont les valeurs et les affects sont eux-mêmes nourris par les débats autour des problèmes sociaux qui font leur quotidien, l’État apparaît simultanément dans ses fonctions contradictoires d’État social en recul, d’État pénal en expansion et d’État libéral qui attend toujours plus de ses sujets. Cette attention à la manière dont la morale s’inscrit dans l’action publique participe ainsi de sa repolitisation. (shrink)

In this theoretical contribution, we interpret the notion of professional development in the light of concepts coming from cognitive development. This brings us to consider teacher training as not only having to allow the elaboration of skills, but also as having to encourage the development of new cognitive structures. We explore the theoretical concepts in relation with certain processes revealed by the reflexive texts of the students. Finally, we propose ways that could foster certain dimensions of global professional development in (...) learners, among which self-regulated learning, the focus on certain concerns and taking into account certain types of information. (shrink)

This article presents the experimentation of a device for trainees focusing on strengths, in the context of initial university training. Based on a theoretical corpus and self-analysis of the practices of a supervisor, this device was implemented with a dozen trainees. The concepts of psychopedagogy of well-being, positive professional identity, as well as the postures of supervisors will explore how a force-based approach to coaching trainees can help them develop their professional skills. but also to a positive identity development in (...) order to face the multiple challenges of the profession. (shrink)

The contribution describes the results of a research on the work activity of counselors in the field of Accreditation of Prior Learning. From an ethnographic observations conducted in a training Social Work organization, we analyse the activity of the counselors during the interviews with the candidates they guide. We seek to understand how the activity they deploy can support the candidate’s development of an experience discourse about his or her work. The research focuses both on the transformations of the candidate’s (...) discourses of experience and on the ways in which what is said about work is transformed within the dialogue between the candidate and the counselor. The question of the counselor’s contribution is central to understanding the development of the discourse of experience in this context. We propose here some answers to this problem based on the analysis of real dialogues by highlighting how different types of movements can be identified in the counselor / candidate exchanges contributing to the developmental dynamic observed. (shrink)

Psychologue dans une structure de prévention des toxicomanies et des conduites à risques excessives à l’adolescence – un point-écoute –, l’auteur présente l’observation de Mehdi. La demande d’aide de cet adolescent prend d’abord la forme d’un souci dévorant de « protéger » de la misère sa mère, qui est divorcée, ne travaille pas et l’élève seule. Cette évocation d’une mère victime fait rapidement place à celle d’une femme monstrueuse sur le plan éducatif. Le père de l’adolescent est absent du discours (...) de cette femme, de sorte que l’hypothèse d’une potentialité psychotique n’est pas écartée. Un entretien avec la mère de Mehdi, une pratique d’accueil concertée de ce dernier impliquant chacun des membres de l’équipe et l’action efficace – sous la forme de relances et d’accompagnements concrets – d’une assistante sociale scolaire ont permis à cet adolescent de commencer à se dégager de la mission impossible qui, au-delà d’une sensibilité à la solitude et à la précarité économique de sa mère, le condamnait à tenter de soigner les incohérences conjugales de ses parents. (shrink)

This exploratory research aims to identify the accommodation and support measures, the challenges and the needs, for students with disabilities in teaching internship context. By answering an online questionnaire, 158 SH trainees in teaching in Belgium and Quebec, affirm, for the most part, that their situation of disability has repercussions on their internships. Their main challenges and needs are related to organization and written communication. However, few accommodation and support measures have been established during the internship.

The number of students with disabilities has increased by more than 900% in Québec universities Such an increase generates undue pressures on both the academic services available to that clientele and the personnel responsible for internships placement and supervision. In the past decade, a number of studies have attempted to make up for the lack of scientific knowledge on in-class support (measures to support the trainees.), and only a small number of studies worldwide, have focused specifically on accommodation in the (...) context of internships. This situation prompted the current researchers to conduct an exploratory research in partnership with university supervisors, field supervisors and internship coordinators. The research concentrated on three professional programs in order to highlight the specific challenges and issues supervisors must confront while providing support to students with disabilities. The study will eventually focus on testing the identified measures so as to assess their impact and help in developing required modifications. (shrink)

Faced with multiple changes in education, teachers must adapt to the diversity of learner profiles now integrated into regular classes. Our study focuses on a two-pronged support system (group and individual) to support the professional development of school teachers. The creation of dialogical spaces has stimulated exchanges in addition of challenging ideas and values to build new benchmarks that guide the work. The results show that the support provided has encouraged the adoption of practices oriented towards inclusive education principles and (...) helped to develop a common vision within the school team. (shrink)

Against a backdrop of transformations in the employment market, career changes are on the rise. This paper explores the subject’s experience of this transition, seen as an « in-between » situation. It highlights the need for support during this transition. The professional position adopted by support workers who use the biographical narrative is presented here as that of a craftsman, working alongside the person receiving support to construct the meaning of their life story.

In a context of associational professionalization that is modifying deeply the training offer designed for volunteers in social centers, our contribution (stemming from a doctoral research) proposes to consider the volunteers› accompaniment as an opportunity for employees› professional development in charge of welcoming them. The involved research has mobilized a theoretical framework that articulates work on emerging professionalism and professional ethos (Jorro, 2009; 2011) with communities of practice theory (Wenger, 2005). We propose to consider these accompaniment situations as a cultural (...) practice commitment (Billett, 2008) from the discovery of the acted-out-values that guide practices in the spaces concerned. (shrink)

In the following article, starting from a progressive understanding of his own subjectivity, a determining factor in developing his capacity to listen to adolescents, the author puts forward the hypothesis that a professional position he describes as "in-between" requires rigor and flexibility, enabling professionals to remain permeable to the unconscious mobilizations of the adolescent-subjects as well as to his own. The author will draw on the results of a longitudinal, partnership-based study that he conducted with ten adolescents, from 2015 to (...) 2020, involving a team of specialized prevention educators. More specifically, the author will retrospectively analyze some excerpts from his encounter with one of the teenagers to reveal possible ways in which a "professional of the social bond" might adopt a rigorous in-between position. (shrink)

Evaluation of an accompanying collaborative device is a sensitive element that questions in particular the effect of the accompanying people. The literature has relied in particular on the notion of socio-cognitive conflict to support this perspective. In this article, we study the specific case of a collaborative device for veterinary student guidance with the collaboration of teachers and vet practitioners. The proposed mixed evaluation of the process and these effects shed light on the roles of these professionals from an animatic (...) perspective of groups. The asymmetries of status, the roles defined, and the social climate specific to the generation of a socio-cognitive conflict appear as essential in any accompanying collaborative device. (shrink)

Lancées à quelques années d’intervalle, les formules Web 2.0 et Web2 ont connu des fortunes diverses. La première, exaltant la participation des internautes, a reçu un accueil extrêmement favorable. La seconde, appelant précisément à tirer profit des traces de cette participation, notamment via les réseaux socionumériques, n’a pas suscité pareil engouement. Un tel contraste est d’abord analysé à partir de deux textes de promotion du Web 2.0 et du Web2, écrits ou co-écrits par un auteur influent . Ils sont ensuite (...) mis en regard avec les discours du principal acteur international en matière de réseaux socionumériques : l’argument d’une amélioration des services rendus aux utilisateurs, comme contrepartie de l’exploitation des données livrées par les internautes, est en particulier examiné. L’idéologie d’un partage entre internautes apparaît au final reformulée dans une vision plus pragmatique et partiale des opportunités procurées par l’interconnexion des données.Launched within just a few years of each other, Web 2.0 and Web2 have met with very different responses. Surfing on a wave of enthusiasm for user participation, Web 2.0 could not have been more favourably received. But Web2, banking on people making the most of user participation, especially through social networking, never caught on. This paper analyses these contrasting fortunes through two examples of promotional literature for Web 2.0 and Web2, both written or co-written by an influential author . We then compare these with the discourse of the leading international player in social networking , giving particular attention to the argument that users get a better service in return for contributing their own information. We conclude that the ideology of sharing user input has been reformulated into a more pragmatic and partial view of the opportunities opened up by interconnected information. (shrink)

The study presents partial results from a larger project aimed at supporting the professional development of beginning teachers with respect to their personal epistemology. Based on a thematic analysis of data from explanatory interviews, the article focuses on the articulation between beliefs (epistemological and pedagogical) and stated practices of ten beginning teachers of social sciences and humanities (SHS) in secondary schools. The results highlight the high degree of sophistication of the participants’ epistemological beliefs and the constructivist tendency of their conceptions (...) of teaching and learning. However, the analyses carried out show certain inconsistencies between the beliefs and practices of these teachers, from which a significant proportion of rather transmissive teaching approaches emerge. Finally, these results lead to the formulation of ways to support beginning SHS teachers in-service training around these issues. (shrink)