Academic literature on the topic 'Pratiques d’accompagnement'
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Journal articles on the topic "Pratiques d’accompagnement":
Stoloff, Sacha, Carlo Spallanzani, and Jean-Pierre Brunelle. "Le cycle de Kolb appliqué à un processus de supervision pédagogique classique : perceptions des supervisés à propos du dispositif d'accompagnement." Approches inductives 3, no. 1 (February 17, 2016): 125–56. http://dx.doi.org/10.7202/1035197ar.
Lichere, Simon, and Christopher Melin. "Les pratiques d’accompagnement des flexpatriés." Management & Avenir N° 135, no. 3 (June 6, 2023): 61–81. http://dx.doi.org/10.3917/mav.135.0061.
Bousquet, Ginette, and Louis Desmeules. "Quel est le rapport à l’écrit d’enseignants en sciences humaines au collégial?" Articles 20, no. 2 (November 2, 2018): 100–121. http://dx.doi.org/10.7202/1053590ar.
Glady, Marc. "La fabrique de l’activation. Pratiques discursives des consultants en évolution professionnelle au prisme de leurs trajectoires." Nouvelle revue de psychosociologie N° 36, no. 2 (September 14, 2023): 31–49. http://dx.doi.org/10.3917/nrp.036.0031.
Oller, Anne-Claudine. "Le coaching scolaire ou l'accompagnement scolaire de « distinction »." Diversité 156, no. 1 (2009): 107–11. http://dx.doi.org/10.3406/diver.2009.8090.
Baron, Marie-Pierre, Nathalie Murray, and Étienne Perron. "Portraits de pratiques de deux CP collaboratifs." Revue hybride de l'éducation 4, no. 1 (March 5, 2020): 116–31. http://dx.doi.org/10.1522/rhe.v4i1.1090.
Amamou, Salem, Jean-François Desbiens, and François Vandercleyen. "Influence des pratiques d’accompagnement des personnes enseignantes associées sur le sentiment d'efficacité personnelle des stagiaires québécois et québécoises à gérer la classe." Didactique 3, no. 3 (October 20, 2022): 139–63. http://dx.doi.org/10.37571/2022.0307.
Chasserio, Stéphanie, Thyphaine Lebègue, Corinne Poroli, and Philippe Pailot. "Diffusion des logiques institutionnelles au sein des écosystèmes entrepreneuriaux." Revue Française de Gestion 48, no. 302 (January 2022): 33–59. http://dx.doi.org/10.3166/rfg.2022.00591.
Breton, Hervé. "L’accueil de l’expérience dans les pratiques d’accompagnement." Éducation Permanente N° 226, no. 1 (January 1, 2021): 173–83. http://dx.doi.org/10.3917/edpe.226.0173.
Breton, Hervé. "Attentionnalité émancipatoire et pratiques d’accompagnement en VAE." Recherches & éducations, no. 16 (October 1, 2016): 51–63. http://dx.doi.org/10.4000/rechercheseducations.3000.
Dissertations / Theses on the topic "Pratiques d’accompagnement":
Phan, Van Hien Noelivao Olga. ""La protection de l’enfant" à Madagascar : représentations et pratiques d’accompagnement dans la lutte contre la maltraitance." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST0001.
This research study is on the accompaniment in framing policy with regard to theprotection of child in Madagascar. Despite the increasing abuse in the context of repeatingsocial and economic crisis provoking an extreme danger to the population, this protectionis not easy due to the facts of lack of state resources, absence of a clear policy in this area,and the requisite co-ordination of “actors” engaged in protection networks of children.Founded on the experience of the author for twenty years in social domain, and on theresponses collected through interviews and questionnaires from professionals in this areaand the parents, this study reveals the contradiction between the customs of the Malagasyculture (early marriage and rejection of twins…) and the requirement of InternationalConvention related to the rights of children to which the Madagascar has given itsadherence. It also gives an account of these contradictions and the necessity ofaccompaniment of the parents and the children.Basing herself on the related studies of accompaniment and on the role of different forms ittakes in the development process of resilience, the author shows that this process, foundedon the plurality of accompaniments “natural”, “psychological” and “institutional”, caninitiate a change in the child related traditional beliefs. This plurality, permitting us tobypass a simple approach of “control”, facilitates an implication increasing the role of thefamilies and communities in the struggle against and prevention of abuse
Beroud, Jean-Yves. "Rôle des représentations sociales et du lieu dans les pratiques d’accompagnement des professionnels du coaching et relations avec la posture d’évaluation." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3057/document.
Professional coaching is a set of practices that in principle do not really reveal the attitude of the practitioner. The intervention he implements is about business evaluation and that is why he is called mentor-assessor. Therefore, such a scheme depends either on the idea of controlling businesses as a counselor or guiding them as a professional guide. The work of problematization here is to question the relationship maintained by the mentor-assessor with his place of practice. It is part of a theoretical framework putting together evaluation concepts, support and place. In this sense, the use of quantitative and qualitative methods of social representations allows to question the representation of the mentor-assessor on his work and his place of practice as well as the relationship he has with the workplace. From a sample of fifty coaches, the results show a majority of practitioners in the position of guidance and personal development. The report also points out that the mentor-assessor has with the workplace, meaningful preferential assessment criteria of the practitioner. The results are modeled from a kaleidoscope attitude situation which are: the solution-oriented guide, the birth coach facilitator, the practitioner in personal development and the clinician coach
Boafo, Komikuma. "Etude de deux politiques éducatives de lutte contre les difficultés d’apprentissage : Analyse des facteurs influençant les pratiques pédagogiques dans les dispositifs d’accompagnement à la scolarité en France et des cours de répétition au Togo." Thesis, Bordeaux, 2021. http://www.theses.fr/2021BORD0050.
This thesis aims to analyze the influence of motivations, profiles (professions) of companions and institutional values on teaching practices in the facilities of support for schooling in France and rehearsal courses in Togo. The results highlight that academic performance of the students takes precedence over their social integration. Two skills are the most used : listening to students (France) and centralization of activities on the needs of the accompanied (Togo). Traditional pedagogy, the most used, is impacted by the motivations, profils of companions and institutional values. Prospect of training companions in pedagogical diversity and pupil pedagogy should be considered in order to make these facilities a significant learning potential for accompanied pupils
Rémery, Vanessa. "Développer un discours d'expérience sur le travail : contribution à une analyse des discours et des interactions en situation d’accompagnement à la Validation des Acquis de l’Expérience." Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1051/document.
At the interface of the work, vocational training, and guidance for professional career paths, the guidance practices for Accreditation of Prior Learning (APL) are based on an activity whose properties have been gradually formalized and developed, since the introduction of the legislative framework in 2002, thanks to the actors of the field themselves. While discussions are now committed at the university to create pathways to certification, such as to permit access to the profession, we believe that a thorough research on the work activity of guidance practices in Accreditation of Prior Learning may contribute to the design of training devices addressed to advisers in order to assist candidates in their preparation. Based on ethnographic observations conducted in a training organization in the field of Social Work, our data consists of audio recordings of guidance interviews between advisers and candidates. Firstly, the research focused on discourses of experience produced by candidates and advisers. We analyzed them separately from interactional context in which they are produced. From a textual, discursive and enunciative perspective, we are interested in the characteristics of the discourses of experience to understand the activity they involve from the point of view of the actors, the experiences they summon, and the fictional activity areas’ emergence (the space of educational work, the space of writing activity the APL file, the jury APL space). Then, the research focused on interactions between advisers and candidates in guidance interviews, in order to understand how the dialogical activity they underlie, contributes to the development of the candidate’s discourse of experience about his work. An analysis of the trajectories of the actors engaging in the activity shows that different dialogic configurations (educator / educator; adviser / candidate; appraiser / appraisee) take place during the dialogue between the adviser and the candidate, which are like a support for the development of candidate’s thought and discourse about his work. These dialogic configurations are manifested by voices staging that summon past experiences, expected or imagined, associated with fictional activity areas separated from the guidance situation. Because they allow the candidate to engage in fictitious dialogues by reconfiguring the places taken in the relationship, these dialogic configurations give access to interpretative movements in thought and speech of the candidate's activity, and they enable a transformation of the point of view focused on the professional activity
Gohin, Audrey. "Variabilité des pratiques professionnelles des conseillers/référents RSA. Le rôle de la représentation de l'employabilité, du sentiment de reconnaissance et des conflits de rôles et de valeurs perçus." Electronic Thesis or Diss., Toulouse 2, 2023. http://www.theses.fr/2023TOU20066.
Since the end of « the 30-year post-war boom », the french employment and fight against exclusion policies have been trying to reduce the mass employment (Zoberman, 2011). At national and local levels, job integration plans are happening with greater frequency. However, this diversity make understandable the « insititutional confusing » typical for french job integration system (DARES, 2008) despite the government's desire to reduce this maze through « France Travail » (2023). While a number of academic studies have focused on buildings plans (Ebersold, 2005 ; Trindade-Chadeau) and evaluate the effects of theses plans on job-seekers (Hamzaoui, 2005 ; Wuhl, 1996), few studies have examined the actors in the integration sector, at the end of the employment policy chain. Based on this observation, our thesis, rooted in Work and Organizations Psychology, aims to analyze the professional practice of a specific population of insertion actors : "Revenu de Solidarité Active (RSA) advisors/referents". The french integration system is unique, it is at the crossroads between managerial logics aimed at reducing the number of jobseekers (Bajoit, 2005 ; Zwick Monney, 2015b) and more humanistic values herited from the social sector, which are better to take account of the singularity of jobseekers situations (Brégéon, 2008). In this particular context, how do RSA advisors/referents exercise and represente their professional role? Some RSA advisors/referents, for example, are more likely to adapt their practices to institutional prescriptions on employability. Others are more likely to seek a certain flexibility to take account of the specific situations of the people they support. Inscribed in a psychosocial perspective, the thesis aims to describe and account for the variability of guidance practices through the role orientation of RSA advisors/referents. With reference to the theoretical model of plural and active socialization (Baubion-Broye and al., 2013 ; Malrieu, 1989),we postulate hat the orientation of the professional role of these advisors/referents does not depend in a linear way based on institutional prescriptions, but is the result of a complex subjective activity - of intersignification - putting into perspective values, representations of self, others and work, which can sometimes be coherent with each other, or sometimes competing and a source of intrapersonal conflicts. This activity - not free from doubts and questioning - gives rise to a role orientation specific to each advisor. To account for this variability, we have developed a mixed methodology that articulates two empirical strands : an exploratory qualitative study and an extensive study. The qualitative exploratory study consists of semi-structured interviews with 12 RSA referents. A double analysis of the interviews - thematic and lexicometric via AlcesteEducation2018 - shows two predominant professional role orientations among RSA referents. An extensive questionnaire survey of 211 RSA advisors/referents showed that RSA advisors/referents are either involved in a conflictual dynamic in the orientation of their professional role, or in a dynamic of recognition of the orientation of this role. Both studies show a population that is mostly comfortable in their orientation in its professional role but that develops concerns for the future of its sector
Haaser, Thibaud. "Elaboration d’une consultation d’accompagnement philosophique des patients atteints de cancer : projet OncoSophia." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS368/document.
The occurrence of cancer in existence can lead people to complex questions about their conception of the human condition, the ethical benchmarks they have defined to live well, or the concrete practice of their life.These matters reflect the hardness of human situations, characterized by representations and fears. This work focuses on the elaboration of a specific approach of these questions : ethicology. Based on the antique defintion of philosophy, ethicology is a complementary accompaniment modality to the existing supportive cares. Ethicology is an opportunity for the persons to consider themselves differently, an opportunity of a care of the self. Philosophy is used in ethicolgy according two modalities. Philosophy as a method brings the possibility of a rational dialogue and philosophy as resources helps to illustrate person's words. Construction of this method was carried out through the OncoSophia research project, during which the first ethicological consultations were realized
Ben, salah Imen. "Contribution à la compréhension de l’impact des expériences d’accompagnement entrepreneurial sur la dynamique de l’apprentissage expérientiel et le changement des comportements des accompagnateurs : cas du Réseau Entreprendre®." Thesis, Lyon 3, 2013. http://www.theses.fr/2013LYO30080/document.
Faced with both the collective challenges, in terms of economic and social development of communities and countries; and individual challenges to the business creators, support systems have gradually imposed representing, since the 80s, a general reality in Europe and particularly in France.Among the practices of business support systems, our interest in this research is focused on the entrepreneurial support phenomenon. First approached from a more technical and collective approach focused on results, entrepreneurial support becomes a practical support to business creation which is based on an interpersonal influence relationship established between an entrepreneur and an external actor to the creation project and on an action process based on multiple learning and skills development.If all support contributions in the current state of entrepreneurship research help to a better entrepreneur’s success, in our research we are particularly interested in the other "hidden facet" of the support relationship whish are accompanists themselves and the problematic of what is learned by these professional actors from their practices in business support structures. We, therefore, asked the question: To what extent the entrepreneurial support experiences of accompanists affect their experiential learning outcomes and individual and organizational behaviors in “Réseau Entreprendre” (Entrepreneurship Network) ®?To address this problem, we mobilized the experiential learning theory (Kolb, 1985) as a reference model of our research. The meeting between the two fundamental concepts of our research, namely, entrepreneurial support and more specifically, the accompanist and Kolb's experiential learning theory (1984) enabled us to build our conceptual model relating four main variables. These variables are associated with entrepreneurial support experiences, individual characteristics of accompanists, the experiential learning outcomes and, finally, individual and organizational behavior changes.By adopting a quantitative methodology we administered a questionnaire to a sample of 205 entrepreneurs of creation project in 38 Entrepreneurship Network associations in France. The results of our quantitative analyzes are obtained from SPSS software and provide a better understanding of the accompanist learning cycle in general and in “Entrepreneurship Network” structures in particular. The implications and contributions of our research are theoretical, methodological and practical
Pierre, Madeline. "La relation d’accompagnement entre des jeunes pères et des infirmières dans les SIPPE : une analyse sensible au genre." Thèse, 2015. http://hdl.handle.net/1866/16296.
Côté, Auger Sarah. "Étude sur le discours des intervenants de la protection de la jeunesse quant à leur pratique d’accompagnement d’enfants vivant des visites supervisées avec leur(s) parent(s)." Thèse, 2019. http://hdl.handle.net/1866/23702.
Background: Supervised visits represent a complex practice for caseworkers who have to deal with the suffering of the child, the parents and the foster parents, as well as dealing with the challenges associated with the context of supervised visits and the broader conditions of practice in the child protection services. To date, studies have mainly focused on the subjective experience of parents, foster parents and children. They have identified certain limits in the services offered to young people and their families, as well as challenges in the work of those who accompany children in this context. On the other hand, we know little about the professional practice of caseworkers during supervised visits and the strategies they use to support children in that setting. Objective: The objective of this Master's thesis is to document, from their discourse, the professional practice of caseworkers who support children experiencing supervised visits with their parent(s) in the context of child protection services. More specifically, it aims to better understand how they prepare and support children at different moments of supervised visits, as well as explore what concrete actions are taken in order to achieve those tasks. The outcomes of using a tool designed to support children in foster care experiencing supervised visits with their parent(s) was also discussed. Method: Semi-structured interviews were conducted with 10 caseworkers from the CIUSSS CSSMTL. The interviews were subjected to a thematic analysis. Results: Results reveal that the practice of accompaniment of the child in the context of supervised visits is built from an interaction between different factors such as the nature of the support offered, the caseworker’s attitude and their understanding of the child's experience (in terms of general experience and needs). Overall, caseworkers reported using a diversified practice in order to respond to the particularities of the situations encountered and the needs identified in the children they support. The data analysis also brought out the theme of the place occupied by children in the youth protection system, in a context where practice tends to overshadow them. Elements related to the personal characteristics of the caseworkers and to the clinical and organizational aspects of the profession emerged from interviews. Discussion: This research provides a better understanding of the professional practice of caseworkers who accompany children in their supervised visits with their parent(s). It offers food for thought in order to develop a professional practice and clinical tools that better meet the needs of young people in a way that makes sense for them. It also supports the relevance of taking more interest in the place of children in the youth protection services and in giving them a voice in future research. Keywords: professional practice, direct work with children, caseworkers discourse, supervised visits, child protection.
Book chapters on the topic "Pratiques d’accompagnement":
Vessière, Sophie, Stéphanie Jullien, Philippe Rouger, and Pascal Staccini. "Évaluation du portfolio électronique et de son système d’accompagnement dédié à l’évaluation des pratiques professionnelles en technique et médecin e transfusionnelles." In Informatique et Santé, 171–82. Paris: Springer Paris, 2009. http://dx.doi.org/10.1007/978-2-287-99305-3_16.
Billé, Michel. "7. Réseau et pratiques d’accompagnement." In Lien conjugal et vieillissement, 99. ERES, 2014. http://dx.doi.org/10.3917/eres.bille.2014.02.0099.
"La démarche pour comprendre les pratiques d’accompagnement." In Accompagnement de formation individualisé en milieu de travail, 49–58. Presses de l'Université du Québec, 2017. http://dx.doi.org/10.1515/9782760546844-005.
Fablet, Dominique. "7. Une démarche d’accompagnement au changement en internat spécialisé : l'intervention-formation." In Animer des groupes d'analyse des pratiques, 111–27. L'Harmattan, 2009. http://dx.doi.org/10.3917/har.marti.2009.01.0111.
Maccioni, Johanna. "Chapitre 12. Le-la patient·e étranger·ère et sa famille face au cancer : un projet d’accompagnement multiculturel." In La psychologie interculturelle en pratiques, 189–200. Mardaga, 2019. http://dx.doi.org/10.3917/mard.heine.2019.01.0189.
LACOMBE, Camille, Estelle GRESSIER, and Nathalie COUIX. "Co-concevoir localement les outils de l’accompagnement du changement pour engager conjointement conseillers et éleveurs dans la transition." In Pratiques et savoirs agricoles dans la transition agroécologique, 243–58. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.3050.
Rolland, Hervé. "Chapitre 8. Mise en œuvre d’un dispositif d’accompagnement des familles." In Promouvoir les pratiques professionnelles en action sociale et médico-sociale, 193–227. Dunod, 2011. http://dx.doi.org/10.3917/dunod.batif.2011.01.0193.
COUIX, Nathalie, Camille LACOMBE, Floriane DERBEZ, and Martine NAPOLEONE. "La mise en projets de l’agroécologie." In Pratiques et savoirs agricoles dans la transition agroécologique, 207–24. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.3047.
Bernaud, Jean-Luc, and Laurent Sovet. "Chapitre 2. Les pratiques d’accompagnement au sens du travail et de la vie." In Sens de la vie, sens du travail, 29–44. Dunod, 2019. http://dx.doi.org/10.3917/dunod.berna.2019.01.0029.
Bourassa, Bruno, France Picard, Yann Le Bossé, Chantal Leclerc, and Geneviève Fournier. "Analyse et transformation des pratiques professionnelles en groupe : apprentissage expérientiel et posture d’accompagnement." In Éducation et vie au travail. Tome 3, 11–43. Les Presses de l’Université de Laval, 2016. http://dx.doi.org/10.1515/9782763730677-004.