Letteratura scientifica selezionata sul tema "Conseillers en insertion professionnelle – Psychologie"
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Articoli di riviste sul tema "Conseillers en insertion professionnelle – Psychologie":
Lemercier-Kühn, Denis. "Psychologie et information scolaire et professionnelle". L’Orientation scolaire et professionnelle 16, n. 3 (1987): 249–66. http://dx.doi.org/10.3406/binop.1987.1638.
Mellado, Virginia, e Arnaud Trenta. "Le travail d’encadrement et d’accompagnement dans les ateliers et chantiers d’insertion soumis à la marchandisation". Vie sociale 45, n. 1 (28 maggio 2024): 37–49. http://dx.doi.org/10.3917/vsoc.229.0037.
Dufoyer, Jean-Pierre. "Les étudiants en psychologie, leurs études et leur insertion professionnelle". Bulletin de psychologie 50, n. 427 (1996): 115–25. http://dx.doi.org/10.3406/bupsy.1996.14604.
Déroché, Luc. "Les conseillers du Réseau insertion jeunes : construction d’une professionnalité, rapport au travail et identité professionnelle". Ville école intégration 113, n. 1 (1998): 72–88. http://dx.doi.org/10.3406/diver.1998.6786.
Muniglia, Virginie, e Alain Thalineau. "Insertion professionnelle et sociale des jeunes vulnérables [Les conseillers des missions locales entre adaptation et tensions]". Politiques sociales et familiales 108, n. 1 (2012): 73–82. http://dx.doi.org/10.3406/caf.2012.2689.
Deraîche, Myra, Nicole Carignan e Marie-Cécile Guillot. "Jumelage interculturel et pédagogie universitaire". Alterstice 8, n. 1 (16 ottobre 2018): 5–10. http://dx.doi.org/10.7202/1052603ar.
Dejemeppe, Muriel, e Bruno Van der Linden. "Numéro 40 - avril 2006". Regards économiques, 12 ottobre 2018. http://dx.doi.org/10.14428/regardseco.v1i0.15873.
Dejemeppe, Muriel, e Bruno Van der Linden. "Numéro 40 - avril 2006". Regards économiques, 12 ottobre 2018. http://dx.doi.org/10.14428/regardseco2006.04.01.
Tesi sul tema "Conseillers en insertion professionnelle – Psychologie":
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
Leung, Chit Kwai Gary Kim Seng. "Chômage, alcoolisme et insertion professionnelle". Bordeaux 2, 1994. http://www.theses.fr/1994BOR2M171.
Croity-Belz, Sandrine. "Approche psychosociale des processus de socialisation organisationnelle. L'exemple de l'insertion professionnelle de professeurs des écoles récemment recrutés". Toulouse 2, 2000. http://www.theses.fr/2000TOU20077.
Cordier, Christophe. "Insertion professionnelle et intégration des conseillers en génétique : une nouvelle coopération dans le domaine de la santé". Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM5055/document.
The profession of genetic counselors was founded in Europe in the 1980’s in the United Kingdom. In France, it began in 2005 under the aegis of a law, following the report on the demographic situation in the Health professions (Berland 2002 /2004). Today, after seven years, we number 122 graduated genetic counselors that can work in a variety of settings in multiple specialty areas of human genetics. How these new non-medical practitioners are integrated into multidisciplinary services of genetics? How are they recruited and with which status? What are the responsibilities entrusted to them? How are they perceived by geneticists working with them? What is their position at European level? First, we performed a literature survey to trace the history of the creation of this new profession. To answer the underlined questions, we used socio-epidemiological studies through the elaboration of surveys regarding the education, the role and practice of genetic counselor. Studies were addressed to both genetic counselors and geneticists. Among the 122 graduated genetic counselors," 94 are employed (77%). They are able to manage consultations only when no medical act is required. However, the responsibilities are dependent on the relationship established between the genetic counselor and the medical geneticist. Overall, this profession has quickly settled in France and is the only one having a law at the European level. Although this survey emphasizes inequalities in the practice of this new profession as well as discrepancies regarding the administrative aspects, genetic counselors are increasingly being integrated into all levels of healthcare service delivery
Le, Roy Caroline. "La résurgence de phénomènes psychiques archaïques dans le champ de la « formation-insertion » : Contribution à une clinique du rapport au cadre pédagogique". Paris 10, 2008. http://www.theses.fr/2008PA100170.
This research examines the uncotiscious dimension of the educative relationship in the scope of "training-integration". To this end, the analyzed data are from clinical interviews aiming at research and carried out with professional and three training measures recipients, and are complemented by in situ observations. In a psychoanalytic oriented clinic approach of the research process, this work gradually frees up psychic phenomena linked to the Ego - non Ego différentiation. It is organized in four chapters. The first one presents "training-integration", its social issues and its organization forms to distinguish "social event" from "psychic event". The second one treats the "containment fonction" of partner networks, their psychic spatiality and temporality. The third one centers on entry into training and on archaic affects updating. The fourth one more specifically analyzes the filing of these affects in educative space and infers a clinic of report towards the educational framework
Li, Yong. "Condamnés à réussir : Insertion professionnelle des diplômés chinois en France, nouvelles dynamiques migratoires et identitaires". Rouen, 2016. http://www.theses.fr/2016ROUEL026.
In contemporary China, student migration is strongly linked to the project of social ascension of middle-class families. Today, major changes in migratory regimes and in labor markets both in China and in Europe invite us to rethink this migration issue within the conceptual framework of reflexive modernity. Our thesis proposes to study the migratory experience of young Chinese in the context of the massification of international studies. Through the life stories of some fifty former students who have arrived in France since the end of the 1990s, we have studied the integration paths of three migrant student figures: employees, scientific researchers, traders and entrepreneurs. We have shown how migrants constantly readjusted their life plans during their stay in France while projecting to a potential return to China. The biographical bifurcations, caused by the hazards in the various areas of life, often lead migrants to settle permanently on French soil. Student migrants are thus "condemned to succeed" in a competitive environment, torn between the contradictory injunctions of "living for oneself" and "living for others". In the end, three logics of construction of life-course emerged: the pursuit of "the ideal of success" of contemporary Chinese society; the loss of mobility related to the advancement across lifecycles; The process of subjectivation in which the individual tries to build a "genuine" relationship to oneself at a distance with the hegemonic model of success in China
Brien, Alexandre. "Étude de la détresse psychologique et des stratégies adaptatives chez des personnes en situation d'exclusion dans le cadre d'une formation visant l'insertion socioprofessionnelle". Sherbrooke : Université de Sherbrooke, 2004.
Botteman, André E. "La notion d'intérêt : élaboration d'un inventaire d'intérêts professionnels pour des jeunes adultes sans qualification". Bordeaux 2, 1993. http://www.theses.fr/1993BOR21007.
The emergence of individuality (Montaigne, Locke) leads to the notion of interest (Rousseau) and to the birth of a psychology of interest (Dewey, Claparède, Piaget). The notion of interest is enlightened by its connotations (attention, emotion, projection, identification, representation) and by akin notions such as appetite and involvement. The author also approaches the results of the validation of the inventory of occupational interests he drew up - on the Rothwell-Miller interest blank pattern - for undualified or not-over qualified young
Richeux, Nadine. "Regard sur l’insertion professionnelle des étudiants de l’enseignement supérieur : l’apport de la psychologie positive : dispositif longitudinal d’observation de trajectoires et mise en œuvre d’un programme d’intervention au service de l’insertion". Thesis, Rennes 2, 2020. http://www.theses.fr/2020REN20019.
Since the LRU law of 2007, the professional integration is part of universities’ mission. Ten years later, the facts show that young graduates face some difficulties. This PhD attempted to explore the resources to innovate in terms of supported integration. The analysis of the existing schemes allowed to identify two potential action areas : prepare students to better meet social expectations and give them access to resources to cope with the ups and downs of the job search. The positive psychology brings together these two aims : positive dimensions are socially valued while at the same time providing a psychological flexibility, useful to face the life events. Our objectives have been to verify wether some positive dimensions are linked to successful integration trajectories, to observe their evolution over time and to identify a Programme of intervention that will allow to develop them. A longitudinal study has been conducted with students close to graduation. A questionnaire enabled us to identify the most significant variables connected to the trajectories : mindfulness, hope, sense and emotional skills. Specific modeling studies confirmed intra-individual variations on these dimensions over time and inter-individual differences in these evolutions. In a second study, a programme of positive psychology has been set up for students. The results confirm the interest of such a scheme to develop the dimensions related to professional integration. From these results, several intervention approaches for universities have been formulated
Burdin, Claire. "Rôles et places des Conseillers Principaux d’Éducation (CPE) dans leurs entretiens avec les parents de collégiens. : une approche en didactique professionnelle". Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2017.
In a context where cooperation between school and families is advocated, we explore how specific the interactions between parents of middle school students and Principal Education Advisers (CPE) are. What roles and places do these professionals adopt in front of parents? Thanks to 95 interviews recorded by 10 CPEs, analysed in a collaborative research framework, identifying their functions is made possible: information towards the parent, reframing and monitoring the pupil. The thesis is focused on understanding the schemes of 5 CPEs during tense interviews with parents where their child's behavioral problems are addressed. We use a professional didactic approach (Pastré & al., 2006) and take up specifically Vinatier’s work (2009), which allows us to identify the tensions between objects of exchanges and management of interpersonal relationships. Our analysis allows us to conceptualize the facilitator’s posture of CPEs and to highlight the weight of the tensions between pragmatic, educational, relational and institutional issues that they must manage in these interactions. In the elucidation of the CPEs’ schemes (Vergnaud, 1996), a few principles held to be true seem to be shared in their verbal activity: the parent must have the school’s version to "take up" the incident with their child and support its decision. During the exchanges, the CPEs, as the institution’s representatives, take a high position (axis of the power in the interpersonal relationship according to Kerbrat-Orecchioni, 1992) to "convey" (some information, a proposal, the announcement of a sanction) while preserving the relationship with the parent. Some proposals for CPEs’ training emerge from this research
Capitoli di libri sul tema "Conseillers en insertion professionnelle – Psychologie":
Roques, Martine, David Bourguignon e Ginette Herman. "Insertion professionnelle". In Psychologie du Travail et des Organisations, 244–48. Dunod, 2016. http://dx.doi.org/10.3917/dunod.valle.2016.01.0244.
Roques, Martine, David Bourguignon e Ginette Herman. "Insertion professionnelle". In Psychologie du Travail et des Organisations : 110 notions clés, 253–57. Dunod, 2019. http://dx.doi.org/10.3917/dunod.valle.2019.01.0253.