Literatura académica sobre el tema "Accompagnement au sens"
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Artículos de revistas sobre el tema "Accompagnement au sens"
Loubriat, Géraldine. "Quand l’arrêt de travail fait sens. Les clés d’un accompagnement psychologique". Psychologues et Psychologies N° 261, n.º 2 (1 de junio de 2019): 004–7. http://dx.doi.org/10.3917/pep.261.0022b.
Texto completoKowalczuk, Sylvie. "Hors des sentiers battus". Empan 130, n.º 2 (30 de junio de 2023): 134–42. http://dx.doi.org/10.3917/empa.130.0134.
Texto completoLahuerta, Claire. "“Strange fruit (for David)” de Zoé Léonard. Petites activités machinales, pour en découdre avec l’Humain". Figures de l'Art. Revue d'études esthétiques 7, n.º 1 (2003): 341–55. http://dx.doi.org/10.3406/fdart.2003.1286.
Texto completoWinter, Sonia. "La création vidéo pour se reconstruire après un événement traumatique". Perspectives Psy 60, n.º 1 (enero de 2021): 79–86. http://dx.doi.org/10.1051/ppsy/2021601079.
Texto completoPoidatz-Morin, Fanny. "Un éducateur spécialisé dans un service hospitalier de cancérologie pour adolescents et jeunes adultes ? Mais encore ?" Sociographe N° 85, n.º 1 (15 de febrero de 2024): 167–81. http://dx.doi.org/10.3917/graph1.085.0167.
Texto completoGautier Laurent, Éric, David Christophe Moriez y Catherine Voynnet Fourboul. "The consultant as an inclusion agent : an approach from the perspective of singularity". Recherches en Sciences de Gestion N° 159, n.º 6 (26 de febrero de 2024): 217–43. http://dx.doi.org/10.3917/resg.159.0217.
Texto completoTAN, Song. "搁 GE en dialecte de Shenyang (appartenant au mandarin du Nord-Est)". Cahiers de Linguistique Asie Orientale 49, n.º 1 (5 de junio de 2020): 58–91. http://dx.doi.org/10.1163/19606028-bja10005.
Texto completoBandel, Katy. "Le placement des jeunes dans l�ann�e de leur majorit�: quel sens � l�accompagnement en MECS�?" Forum 156, n.º 1 (2019): 50. http://dx.doi.org/10.3917/forum.156.0050.
Texto completoMaubant, Philippe. "Sens et usages de l'analyse des pratiques d’enseignement : entre conseil et accompagnement réflexif des enseignants en formation". Les dossiers des sciences de l’éducation 18, n.º 1 (2007): 39–48. http://dx.doi.org/10.3406/dsedu.2007.1110.
Texto completoWaserman, Sylvain. "Une politique publique d’investissement en réponse au défi de la transition écologique". Administration N° 282, n.º 2 (10 de julio de 2024): 111–13. http://dx.doi.org/10.3917/admi.282.0111.
Texto completoTesis sobre el tema "Accompagnement au sens"
Echard, Bénédicte. "Souffrance spirituelle du patient en fin de vie : la question du sens /". Ramonville-Saint-Agne : Érès, 2006. http://catalogue.bnf.fr/ark:/12148/cb401950012.
Texto completoRuiu-Renard, Laurence. "Le rôle du sens dans la transition emploi retraite". Electronic Thesis or Diss., Paris, HESAM, 2024. http://www.theses.fr/2024HESAC012.
Texto completoOver the last thirty years, the transition to retirement, considered as an important stage in life, has undergone significant changes. While it is accepted that it involves a major adjustment for individuals, the ways in which retirement is envisaged and the experience of this transition vary greatly from one person to another (Henkens et al., 2018; Sargent et al., 2012; Van Solinge et al. 2021; M. Wang & Wanberg, 2017).The general aim of this thesis is to develop knowledge about two framings that have, until now, received relatively little combined attention in psychological research: the transition from employment to retirement and the multidimensional concept of “meaning”. This issue is particularly relevant for individuals, whose life expectancy is increasing, and for our societies, which, as their populations age, are faced with the "commitment of healthy longevity" (Guillemard & Mascova, 2017, p.23). Not only is meaning identified as a major component of people's health and well-being (Lecomte, 2013; Bernaud, 2018) but it is also a predictor of successful ageing (Boyle et al., 2010; Pinquart, 2002; Reker & Wong, 2012).The ambition of this research program has been to favour a holistic approach to meaning, with research aimed at understanding this construct in its entirety, through its various ramifications and facets, in the context of this situation of transition.Three research projects were carried out. More specifically, the aim was to understand how people construct meaning around this experience and to better identify its role in the adjustment to retirement.The aim of the first exploratory study was to gain a better understanding of the subjective experience of this transition and the mechanisms by which meaning is constructed. In-depth interviews were conducted with new retirees (N=8). The method used was that of phenomenological interpretative analysis (Smith et al., 2021). The findings suggest links between meaning and adaptation to retirement and led to the development of a model of the construction of meaning in this context of transition.The aim of the second study was to test a retirement counseling program for employees who were due to retire soon. Based on the field of existential psychology, this support system, structured over time, had meaning as its main theme. The applied study consisted of designing this program and rolling it out to voluntary participants, divided into three groups (N=23). We used a mixed research strategy, combining qualitative and quantitative methods. The results suggest that the workshops received a high level of satisfaction from participants. The qualitative data revealed some first effects on people's perceptions of retirement and on their behavior. However, the results of the quantitative study suggested modest effects on perceptions of retirement, the meaning of life and life satisfaction.Finally, the third study, carried out among newly retired people (N=319), investigated the links between the context of retirement, representations of retirement, the meaning of life, adaptation, and satisfaction with life in retirement. A quantitative methodology was chosen. Based on empirical knowledge from other research, four hypotheses were formulated and tested. Three were validated and one was partially validated. The results show very significant links between meaning, adaptation to retirement and life satisfaction
Baatouche, Nadia. "Sens de la formation universitaire et capital culturel : comprendre et prévenir le risque de perte de sens chez l'adulte apprenant". Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAC041.
Texto completoSince the 1960s, entry into university education has grown massively. This popularization has helped transform the value placed on the diploma. At the same time, the anxiety-provoking socio-economic fabric in which learners of all ages evolve leads them to seek a rapid, singular solution, in line with professional life. In this context the sectors are multiplying; however, do learners find their solution? Why only some remain mobilized in their project?In order to shed light on the phenomena of perseverance and abandonment, this thesis set out to clarify the link between cultural capital and the meaning of education. We have explained the concept of meaning by presenting its components and existing models and instruments, addressing its link with mental health, learning, school and culture, university education. We discussed cultural capital in particular in terms of parental educational practices, these practices being able to participate in the development of a questioning on the abstract sphere of life, of a quest for meaning.In order to shed light on the phenomenon of demobilization, crossing the approaches of multiple researchers, we have differentiated the concepts of persistence and perseverance and highlighted an excessive form of perseverance, 'clinging’, revealing psychological and physical disorders, just like hikikomori and workaholism.Identify the influence of cultural capital in this experience of discomfort, clarify the meanings of education by French and Belgian French-speaking learners (comparative approach), and design an orientation tool to lead the learner to clarify his experiences of life and give meaning to his project, this is what motivated our approach.Opting for the mixed methodological approach, we structured our research in three stages: measurement of educational practices on the meaning of education, identification of the meanings of education (fishing expedition and IPA), experimentation of support in the sense of life and sense of education, 'SVSF'.At the end of our research, education appears to us as the achievement of a personal work, subject to the framing of an inner subjectivity and an outer objectivity. The results of our work invite each learner to mediate between these two poles, between inherited capital (almost immutable) and existential meaning (in continuous movement).Learning from the perspective of the link between culture and meaning helps the learner to live a more authentic relationship with it. But imposing a living dialogue between these two dimensions can destabilize, and it is not enough to focus on the voices of the past (life story) for the way of the present (education) to appear meaningful. Alone facing his story, the learner risks sublimating a colorful interpretation of affect, believing he is turned towards the future, being in reality brought back to the past.The reflexive activity must therefore be structured by a professional, who opens a large narrative space to the learner, offering him to get rid of an unconscious emotional hold, to overcome obstacles by creativity and to develop a capacity for commitment. The learner is trained, in the first sense of the term: to give himself a form. Social form, form of self that interacts, makes contact with the world, the outside.An education and life project, objectified and meaningful, can then be implemented by this learner with new reflexive skills, without risk for him to get lost in the echo of outside voices, therefore with a much lower risk of cramping or stall
Diallo, Seykhou. "De la pédagogie différenciée à l'externalisation de l'aide : quel sens et quel avenir pour les dispositifs d'accompagnement ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2015.
Texto completoContinued to advent to differences pedagogy is introduced in secondary school, in majority as an answer about heterogeneous classes.In parallel, support pedagogy developed out classes and created an external accompaniment. This way sends homework out classes in some structures. And pupils in difficulty are followed and helped to theirs homework’s, learnings, methodology, reviewing, and assistance about principal subjects. The external accompaniment takes place in a failed context and legitimated by equality and social justice. In the schools, different external ways take charge school difficulty which are organized in structures. Out of school, academic support is bought by private office as the same associations, social centre, PRE. The direction of the research is social institution and pedagogy. The theory is based about description of accompaniment practices in activities out of class.The methodology used qualitative and quantitative. And we used to meet with different school actors and observations about school organizations. Another static research with 1 638 students about help homework was organized. The logical of treatment is spad 7. The analyses are organized about the topic. The results show clearly: an external phenomenal, an ambiguous external with advantages and inconveniences; various points of view in sole college; orientation about democratic knowledge; the value of personal homework in college; activities in class and out of class.Outsourcing, the institution shows that assistance, accompaniment can’t take place in class for many reasons. This practice creates devices out classrooms for feeble students who cannot move in class. And externalisation is not a miracle solution at the democratic knowledge. But has externalisation created the deletion of differences pedagogy? Definitely externalisation of accompaniment practiced in schools confronted with real difficulties which limit success activities. Which conditions helps are useful to students out classroom?
Capítulos de libros sobre el tema "Accompagnement au sens"
Guisset-Martinez, Marie-Jo y Olivier Coupry. "Le sens ultime d'un accompagnement". En Vivre vieux, mourir vivant, 93. ERES, 2013. http://dx.doi.org/10.3917/eres.pitau.2013.01.0093.
Texto completoSéméria, Eudes. "Chapitre 11. Psychothérapie et accompagnement au sens : une approche existentielle intégrative". En Sens de la vie, sens du travail, 169–82. Dunod, 2019. http://dx.doi.org/10.3917/dunod.berna.2019.01.0169.
Texto completoLessard, Émilie y Laurence Ruiu-Renard. "Chapitre 12. Accompagnement au sens de la vie et sens de la retraite : approche théorique et pratique". En Sens de la vie, sens du travail, 183–97. Dunod, 2019. http://dx.doi.org/10.3917/dunod.berna.2019.01.0183.
Texto completoBrennetot, Naïma. "Handicap et accompagnement psychologique". En L'humain et ses prothèses, 87–96. CNRS Éditions, 2017. http://dx.doi.org/10.4000/books.editionscnrs.29712.
Texto completoBraconnier, Patrice. "Accueillir l’Accueil ou « la rumination d’un sens commun à réactiver »". En Accueil et accompagnements d’étrangers primo-arrivants, 119–36. Champ social, 2022. http://dx.doi.org/10.3917/chaso.mulle.2022.01.0119.
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