Tesi sul tema "Jeunes adultes – Orientation professionnelle"
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Carvallo, Sandra. "L’identité vocationnelle des jeunes adultes dans la transition études-emploi pendant la crise sanitaire : caractérisation et liens avec l’adaptabilité de carrière et le bien-être subjectif". Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0480.
Testo completoVocational identity formation is a key developmental task for emerging adults, playing an essential role in their entry into adult life. As individuals develop their vocational identity, university and the working world help them to open and clarify their vocational identity options and development opportunities. Understanding how these contexts facilitate or hinder their professional development opportunities is essential to support the flourishing of emerging adults. By adopting a holistic-interactionist vision, this research aimed to account for the evolution of emerging adults’ vocational identity throughout the education-to-work transition and to characterize it in terms of career adaptability and subjective well-being, during the health crisis. Our sample comprised French emerging adults in education-to-work transition. Following a longitudinal approach, this research work included three measurement times. The first measurement took place at the beginning/middle of the last year of university studies, in November/December (N = 421); the second measurement was at the end of the academic year, May/June (N = 209); and the third measurement during the transition, November/December (N =147). In each measurement time, participants answered a questionnaire which assessed their vocational identity, career adaptability, subjective well-being, and perception of the influence of the health crisis on their future professional integration and well-being. The data was analyzed using a person-centered approach and considering different forms of variability. The results made it possible to confirm the presence of six vocational identity statuses among emerging adults throughout the study-to-work transition in the health crisis context. If identity development during this transition period seems to be confirmed (proportions of diffusion, moratorium and searching moratorium statuses decrease over time, while foreclosure status increase), our results highlight a certain stability of identity. 64.68% of emerging adults remained in the same identity status during the three measurements of the study. Furthermore, the constructive trajectories highlighted are characterized by a significant increase in commitment processes and a significant decrease in self-doubt and exploration in breath processes; as well as by a significant increase in all resources of career adaptability and positive affect and a significant reduction in negative affect. It has been shown that identity development goes hand in hand with growth in career adaptability and subjective well-being during the education-to-work transition. The objective of the complementary qualitative study was to explore how students perceive change processes during the education-to-work transition. Thematic analysis identified two major themes of change (“I am legitimate in my field” and “I know what I want and what I don't want”) and associated driving experiences, which related to participants feeling more confident, while also clarifying their self-perceptions and working world. Among the influencing factors, it was considered beneficial the students’ open attitude and master's internship. The presentation of six cases of different identity trajectories illustrated the retrospective experience of the education-to-work transition. The use of complementary methods made it possible to highlight the modalities of vocational identity development in the study-to-work transition and to consider perspectives in terms of future research and interventions
Revel, Dominique. "La précarité professionnelle au masculin et au féminin /". Paris ; Montréal (Québec) ; Budapest [etc.] : l'Harmattan, 2001. http://catalogue.bnf.fr/ark:/12148/cb37652751q.
Testo completoPoulin, Martine. "Analyse de l'activité d'entretien-conseil en orientation-conseil en orientation professionnelle des adultes : une mise à l'épreuve conceptualisée". Paris, CNAM, 2008. http://www.theses.fr/2008CNAM0584.
Testo completoThis research approaches adults professional guidance on the expert activity point of view, supported by the analysis, in a real situation, of a practice: the individual guidance counselling led at the Cnam. Based on the activity analysis of professional didactic, it shows, firstly, why counselling revolves around a conceptual structure where the central organiser element is the concept of testing, and secondly, how the counsellors drive their activity improving an operative model. This drive depends on their level of professional experience, their educational background, and their personal conception of professional guidance and the adult. This research allowed to view the activity of guidance counselling from the angle of its professionalisation, and suggests a compass analysis to better understand the activities deployed by the counsellors in counselling situations. The perspective is to contribute to the programs of training for counsellors by a reflexive retrospective analysis
Demouge, Nicole. "L' Orientation des adultes et la carrière professionnelle : analyse d'entretiens biographiques d'adultes entrant en formation continue à l'Université". Paris, CNAM, 2006. http://www.theses.fr/2006CNAM0523.
Testo completoThe rapidly changing of social and economical context transformed technological and relationship into entreprise space and in their environnement. Those have some effects on report to work and orientation of adult. An new concept of career, more individualised take place of the traditionnal career. This other pattern of carreer also asked to life along training and bring adult to take sometime the decision to enter to an University training course. Coming back to training course is a major processes who need also to reorganised the way of life, and arouse a lot of questions about self and self report to others. This research is based on a sample of forty-nine biographical interviews of men and women, professionnal workers, entering to a training course at University. Three different methods are used (as Alceste, tropes, and Structural analysis of biographical story from Demazière and Dubar) for a linguistic, sociological and psychological analysis. The results showed the significant place taking by three factors as : work, training and relationship, on identity logics of story. Those are some way to strengthen and worth self presentation and they are the back ground of different career strategy developed by people at the time of entering to training course
Aisenson, Gabriela. "Représentations, préférences et choix professionnels des jeunes terminant l'école moyenne". Paris, CNAM, 2008. http://www.theses.fr/2008CNAM0639.
Testo completoCette thèse étudie les relations entre les positions sociales, les représentations des professions et les choix d’orientation des jeunes à la fin du cycle secondaire. Le poids des inégalités sociales dans la construction des projets y est tout particulièrement analysé. L’étude théorique aborde la question des interactions entre processus psychologiques et facteurs sociaux à partir de la théorie des Représentations Sociales de la Psychologie Sociale et des études de Gottfredson et Guichard, entre autres. Les hypothèses centrales considèrent que le sexe, l’origine socioculturelle et la trajectoire éducative conduisent les jeunes à se représenter les professions d’une manière déterminée qui influe sur leurs choix. L’étude empirique se fonde sur un questionnaire rempli par 1023 élèves de classe terminale des établissements publics de Buenos Aires. Les résultats montrent que les jeunes évaluent les professions principalement en termes de prestige et de degré de masculinité-féminité. Des différences ont été observées dans la perception de certaines professions: les plus proches du milieu des répondants ou les plus probables en termes d’accès bénéficient d’un plus grand prestige. L’incidence des stéréotypes de genre a été observée dans les représentations des jeunes filles et celle de l’accessibilité perçue dans celles des jeunes gens issus de milieux défavorisés, ce qui pourrait être une source d’autolimitations susceptible de reproduire les inégalités sociales d’origine. Il est établi en conclusion que le sexe, l’origine socioculturelle et la trajectoire scolaire sont des facteurs importants dans la structuration des représentations des professions
Berjon, Agnès. "Orientation professionnelle des adultes et relation éducative : la pratique des Maisons de l'information sur la formation et l'emploi (MIFE)". Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/berjon_a.
Testo completoBerjon, Agnès Avanzini Guy. "Orientation professionnelle des adultes et relation éducative la pratique des Maisons de l'information sur la formation et l'emploi (MIFE) /". [S.l.] : [s.n.], 2001. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2001/berjon_a.
Testo completoBélisle, Rachel. "Pluralité du rapport à l'écrit d'acteurs oeuvrant en milieux communautaires auprès de jeunes adultes peu scolarisés". Sherbrooke : Université de Sherbrooke, 2003.
Cerca il testo completoBotteman, 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.
Testo completoThe 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
Geminel, Philippe. "Les jeunes à statut précaire : projets professionnels et trajectoites d'insertion". Bordeaux 2, 1986. http://www.theses.fr/1986BOR21008.
Testo completoThe object of this research is to study the characteristics of professional plans among adolescents with a precarious status, their attitudes towards work and the strategies of professional integration they work out. The youths studied in the survey, between 16 and 18 years old, had attended professional training periods in Aquitaine. A sample was interviewed twice : first at the end of these periods of instruction, then one year later. In the first stage of the research, three types of professional plans were analysed : absence of project, "logical" plan (in the continuation of the adolescent's past development), "optimistic" plan (project of social mobility). The social characteristics and the attitudes towards work which correlate with these three types were studied. In the second stage, the longitudinal approach allows the study of social integration strategies according to the initial plans. The panel technique also allows the study of the evolution of professional projects according to the opportunities of employment. The principal conclusions are : - the refutation of a simple determinism in the construction of professional plans, even among adolescents with a precarious status. - the importance of this psychosocial variable (professional plan) for the analysis of the professional integration process. Adolescents who have "logical" projects are those who most frequently find a job or a formation. - the repercussions of professional opportunities (or of their absence) on the evolution of these projects. These are not always stable normative orientations. Therefore, they must be analysed according to a strategic and longitudinal approach
Leblanc, Josée. "Préoccupations de carrière et transition professionnelle d'adultes en emploi : résultats d'une enquête en ligne". Sherbrooke : Université de Sherbrooke, 2004.
Cerca il testo completoDumas, Benoit. "Étude sur la réinsertion de jeunes adultes au retour d'un court séjour à l'étranger". Sherbrooke : Université de Sherbrooke, 1999.
Cerca il testo completoHaidar, Hani. "Le projet d’orientation des jeunes lycéens au Liban et son devenir chez les adultes libanais expatriés à Paris". Paris 10, 2014. http://www.theses.fr/2014PA100052.
Testo completoThis present thesis discusses the formation of the orientation project of young high school students in Lebanon, and its future for the Lebanese adults expatriates in Paris. Our primary question is how the orientation project has evolved from the young age into adulthood? Two surveys has been conducted. The first relates to the representations done by the young high school seniors, concerning the influence of social learning on the elaboration of their orientation project. The social learning takes place in two social contexts: the family and the school. This learning is divided into two types: the first is instrumental, that includes the mastering of a scholar subject and the practice of a cultural activity. The second is associative, composed of the imitation of a professional and the identification of a prestigious profession. This is a quantitative survey which allow us to show the representations of the young students according to their belonging to one or the other social groups, such as gender, types of school public/private, the followed branch scientific/literature, the socio-professional origin and the level of success. The second survey is qualitative, it concerns a sample of twelve Lebanese adult expatriates in Paris that were old senior high school students in Lebanon, it is a complimentary survey to the first one. This second surveys’ objective is to provide, from the evocation of the adults surveyed, a meaning to the process of formation and evolution with the advancing age. The data analysis of the survey was approached through a thematic analysis which determine the themes of analysis in relation with the hypothesis concerning the second survey. A singular vertical analysis is preliminary to a second horizontal analysis, which allow us to cross-reading the entire interviews conducted with the adults surveyed
Blais, Nancy. "La détermination du niveau de compétence professionnelle par l'évaluation neuropsychologique chez de jeunes adultes en difficultés d'apprentissage /". Trois-Rivières : Université du Québec à Trois-Rivières, 2005. http://www.uqtr.ca/biblio/notice/resume/24094025R.pdf.
Testo completoBlais, Nancy. "La détermination du niveau de compétence professionnelle par l'évaluation neuropsychologique chez de jeunes adultes en difficultés d'apprentissage". Thèse, Université du Québec à Trois-Rivières, 2005. http://depot-e.uqtr.ca/1560/1/000123123.pdf.
Testo completoFrancequin, Ginette. "Jeunes en quête d'insertion : expression et réalisation des projets d'avenir selon l'appartenance familiale : suivi d'une cohorte de 120 jeunes (16-25 ans) sans qualification examinés en bilan d'évaluation en 1989-90". Paris 5, 1996. http://www.theses.fr/1996PA05H054.
Testo completoShelig, Adel. "La relation entre l'enseignement supérieur et la mobilité sociale dans la communauté rurale en Libye (cas de la municipalité Haraba)". Thesis, Le Mans, 2019. http://www.theses.fr/2019LEMA3001/document.
Testo completoThis study focuses mainly on research into the role of higher education in social mobility for the benefit of the third generation, compared to the two previous generations. The qualitative and quantitative survey was carried out with 18 to 32 year-olds from the municipality of Haraba situated in a rural area of Western Libya. Indeed, the study focused on the occupational variations that have taken place in Libyan society, particularly in the study area, by comparing the educational levels and occupational diversity of three generations successively
Mutombo, Falanga Mimie. "Le passage à la vie adulte des jeunes à leur sortie du Centre jeunesse : le cas des jeunes ayant participé à un programme d'insertion". Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/26610/26610.pdf.
Testo completoGérard, Christiane. "L'insertion des jeunes à la vie professionnelle en droit français et en droit allemand". Université Robert Schuman (Strasbourg) (1971-2008), 1998. http://www.theses.fr/1998STR30017.
Testo completoThe aim of this thesis is to give a detailed description of the integration of young people in the professional world in france and in germany. This integration comes about through vocational training, and through special contracts arising from various employment policies with no vocational training. The aim of this study is two-fold. Firstly the different channels, which enable the young to find employment, are researched and analysed. Secondly a comparison is made between france and germany, concerning these channels and where they lead to. By these means, a decision can be made as to how efficient this integration is, in the face of a job market which is becoming increasingly difficult to enter, especially for young people looking for employment for the first time. This thesis doesn't only study the legal instruments which exist in the two countries, but also includes historical, sociological and economic aspects, with a view to giving a comprehensive overall picture
Fourier, Martine. "La violence de l'orientation ou la double peine des familles populaires". Paris 8, 2005. http://www.theses.fr/2005PA083030.
Testo completoThis research-action relates the disqualification of the popular families in school orientation and the professional integration of their children. Not being well-informed, those families feel school orientation as a source of social inequality which leads to early school exclusion. The word "double peine" (double punishment) represents both the exclusion from the school area and from a future social integration, in contradiction with the official educational policies, which aim at massive access to knowledge. Those parents, who cannot no longer transmit their skills, which became obsolate, are blame for their children's scholar and professional failure. The tools, the film and its documents, built from interviews collectives and individuals, were meant to bring those families to be both subjects and actors in those processes of orientation and professional integration
Cesarano, Valentina Paola. "Le potentiel d'employabilité des jeunes adultes handicapés en Campanie : négociation entre obstacles et ressources". Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100002/document.
Testo completoIt is necessary, at the international level, to form functional skills to the demands of life and work, in terms of: the ability to solve problems, to take autonomous and flexible initiatives, to mobilize knowledge for Manage complex situations and solve problems. At the centre of a good employability of the person, are self-directed skills (thinking and consciously choosing one's own future), both those of planning and redrawing oneself (life design). In the field of employability, the meeting of young people with disabilities and the world of work is difficult, because of the persistence of stereotypes and stigmas, as well as the lack of a real political and systemic will to apply and make comply with the regulations. It is therefore necessary to explore the construction of employability not only from a theoretical point of view, but also through the perception that young adults with disabilities have their employability in order to implement training and advice to explore skills related to the employability of all young adults, from an inclusive perspective. A empirical-descriptive exploratory research has been chosen. In particular, the tool developed by the IISFOL/INAPP and computerized by the technology Section of the SInAPSi University Centre was used to explore the employability potential of young adults with disabilities in Campania (18-30 years). It was also chosen to explore, through semi-structured interviews, the history and professional project of 20 young disabled Campani. With regard to the data analysis methodology, the use of the NVIVO software (Richards, 1999) is foreseen for the qualitative analysis of all interviews and the use of SPSS software to perform descriptive analyses of the data Collected. Young persons with disabilities who participated in the study have a potential for employability Moderately low employability and report difficulties in the design of their professional project. The qualitative analysis confirmed this difficulty and frame the professional project in terms of reorienting oneself between resources and barriers
Ben, Belgacem Saâdia. "L'échec scolaire et l'échec de l'orientation professionnelle : recherche sur les causes". Paris 8, 1996. http://www.theses.fr/1996PA082092.
Testo completoVeilleux, Andy Dimitri, e Andy Dimitri Veilleux. "Quand l'orientation professionnelle rencontre l'orientation sexuelle : représentations professionnelles des conseillers et conseillères d'orientation pratiquant auprès des jeunes". Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/35377.
Testo completoConsidérant l’orientation professionnelle comme un processus complexe, dynamique et imprévisible, cette démarche de construction de soi semble se complexifier pour les jeunes d’orientation homosexuelle, bisexuelle ou en questionnement, selon les représentations de la majorité des conseillers et conseillères d’orientation ayant participé à notre recherche. Elle s’opère effectivement dans une société normée par un système catégoriel de sexe (homme/femme), de genre (masculinité/féminité) et de sexualité (hétérosexualité/homosexualité) fondé sur le binarisme, l’opposition et la hiérarchisation. Se traduisant par l’enjeu central du travail, ce système produit et reproduit un différentiel de rapport qui tient tant à l’inégalité des conditions dans lesquelles les hommes et les femmes se trouvent qu’à la dévalorisation des professions et positions qu’occupent les femmes (Bidet-Mordrel et Bidet, 2010). Ce système est d’évidence à l’origine de stéréotypes sexuels, de préjugés homophobes, de l’intimidation et de la stigmatisation qui fragilisent l’estime de soi et la confiance en soi de nombre de jeunes d’orientation homosexuelle ou bisexuelle, présumés comme tels en raison d’une non-conformité de genre ou en questionnement par rapport à leur orientation sexuelle. « Pour que les adolescents [et les jeunes adultes de la diversité sexuelle] […] puissent se développer et envisager l’avenir avec sérénité, les institutions et la société tout entière devront faire un travail sur elles-mêmes » (Dorais, 2014, p. 161). Qu’en est-il pour les conseillers et conseillères d’orientation qui oeuvrent auprès des jeunes? Dans leur pratique, sont-ils témoins de certaines préoccupations ou de défis particuliers rencontrés par les jeunes gais, lesbiennes, bisexuel(le)s ou en questionnement? Quel rôle sont-ils amenés à jouer au regard des besoins et réalités des jeunes d’une orientation sexuelle minoritaire? Compte tenu du modèle social dominant fondé sur l’alignement du sexe, du genre et de l’orientation sexuelle (c.-à-d. l’homme masculin hétérosexuel ou la femme féminine hétérosexuelle), de quelles manières le poids de ce modèle naturalisé se traduit-il dans leur pratique? Comment intègrent-ils les différents -ismes et -phobies (sexisme, hétérosexisme, homophobie, efféminophobie, lesbophobie, biphobie) aux problématiques de l’orientation professionnelle? Quelles interventions mettent-ils en oeuvre? Il s’agit là de quelques-unes des nombreuses questions auxquelles nous nous sommes intéressé dans cette recherche. Notre recherche porte sur une problématique encore peu développée malgré l’importance des enjeux et défis de l’orientation professionnelle des jeunes gais, lesbiennes, bisexuels ou en questionnement. De nos jours, les jeunes peuvent observer que le modèle hétérosexuel n’est pas le seul. Une diversité de façons de vivre est désormais possible dans les sphères privées et publiques. Malgré ces nouvelles réalités, les jeunes d’une orientation sexuelle minoritaire sont trop souvent en première ligne du harcèlement à l’école, au cégep, à l’université ou, encore, dans les milieux de travail. Sans surprise, leur souffrance est grande. Parce que l’homophobie, la biphobie et l’hétérosexisme persistent, et leurs effets sur l’orientation professionnelle sont méconnus, notre recherche se penche sur les représentations que se font les conseillers et conseillères d’orientation qui pratiquent auprès des jeunes concernant l’articulation de l’orientation professionnelle et de l’orientation sexuelle. Pour dégager et décrire les représentations de ces professionnels et professionnelles, nous nous sommes basé sur l’approche structurale associée à la théorie du noyau central (Abric, 2002, 2011; Rateau, 1995). Selon cette théorie, les éléments nodaux déterminent les priorités de l’action et leur justification quant aux conduites à suivre, d’où la pertinence de s’y intéresser afin d’examiner pour mieux comprendre comment s’expriment ces représentations dans un contexte de pratique auprès des jeunes d’orientation homosexuelle, bisexuelle, perçus comme tels ou en questionnement. Deux méthodes ont été choisies pour recueillir les informations : un questionnaire écrit a d’abord été rempli par 155 conseillers et conseillères d’orientation, puis des entretiens en dyade et de groupe ont été réalisés auprès de 25 de ces professionnels et professionnelles. Les données recueillies ont été traitées à l’aide de l’analyse thématique et du logiciel d’analyse de données textuelles Alceste. Cinq éléments nodaux émergent de ce travail d’analyse, soit : (1) le caractère fondamental de l’identité, (2) l’omniprésence des stéréotypes sexuels, (3) la pression ressentie de l’entourage, (4) la complexité du choix professionnel et (5) la fonction de l’accompagnement. Les retombées de cette recherche se situent à un double niveau : l’avancement des connaissances sur un sujet peu documenté et l’approfondissement des pratiques d’orientation auprès des jeunes gais, lesbiennes, bisexuels ou en questionnement.
Lahrizi, Imane-Zineb. "Au-delà des frontières : stratégies identitaires et choix de carrière des jeunes issus de l'immigration". Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/24999.
Testo completoThe aim of this study was to understand the articulation between double culture and identity on immigrant children’s vocational project. Literature concerning these three concepts is rich and there is a great amount of researches on immigrant children. Identity is considered here in a dynamic perspective, and studied in accordance with identity strategies. The vocational project reflects the interests of a person, but refers at the same time to other elements, such as identity, context and culture. The content analysis of nine semi-structured interviews with immigrant children led to an identification and the understanding of the complexity of career choices when considering their double cultural and identity development. Results show, among others, that identity changes and is influenced by participants’ various contexts. Also, career choices are made according to family expectations, parents’ project of immigration and participants’ career aspirations. Keywords: Immigrant children's identity construction, career choices, cultural affiliation.
Léger, Jean-François. "Les jeunes et l'armée : attentes professionnelles et représentation des métiers militaires en 2000". Paris 5, 2002. http://www.theses.fr/2002PA05H027.
Testo completoWhat really encourages a young person to become a soldier ? This question has become particularly important since 1996, when the decision was taken to fully professionalise the armies, and when the suspension of military service has obligated military institutions to process to a huge recruitment campaign in 1997. The large number of other ranks to be recruited (about 30. 000 per year) caused real disquiet : were the armies and the gendarmerie capable to fulfil every job and attract enough young people motivated by the military career ?
Ould, Ferhat Laurence. "Parcours scolaires, socialisation professionnelle, transmissions intergénérationnelles : le cas des bachelliers de la massification scolaire". Versailles-St Quentin en Yvelines, 2004. http://www.theses.fr/2004VERS021S.
Testo completoWhat should one think of the policy, launched in 1985, of “leading 80 percent of a generation to the baccalauréat”? One always hears people say that “the baccalauréat is worth nothing”. I wanted to know how one can arrive with a qualification believed to be worth nothing. In addition to historical data and national statistics, I have collected the educational and professional trajectories of “achievers of the baccalauréat by social engineering” (since the 1990s). This group consists of people who found themselves unable to go on to higher or further education due to an accumulation of gaps of knowledge during difficult school careers. I have taken into account both their educational and professional, subjective and objective experiences, reconstructed by interview. The “baccalauréat” is an intermediate; ambivalent qualification which, despite its devaluation, still constitutes a reasonable starting point for professional life, thanks to its value as cultural and symbolic capital. I have shown, by introducing a social comparison between middle class and immigrant working class children in order to account for intergenerational transmission of knowledge, how class differences at equivalent educational level alternate with generational resemblances. I found a “common condition of achievers of the baccalauréat” which reflects the landmark social changes (democratisation/devaluation of qualifications) and contrasts strongly with the experiences of the parent generation during the post war years until the 1970s (less education but better employment opportunities)
Poullaouec, Tristan. "La grande transformation : familles ouvrières, école et insertion professionnelle, 1960-2000". Versailles-St Quentin en Yvelines, 2005. http://www.theses.fr/2005VERS010S.
Testo completoThis thesis analyses how working-class families have adapted their strategies of reproduction since the sixties, following the transformations undergone by school and labor market. The first part studies why most workers now aspire to see their children access executive jobs. More and more, their wish is even to see their children succeed in the profession of their choice, provided they do well in their studies. This is no less than a cultural revolution: parents now put all their hopes in school outcomes, rally in support of their children's school work, and engage in steering them towards general secondary schools. Depending on the quality of primary school apprenticeships, three different types of educational paths stand out: successful careers involving students who get through their “bac general” diploma without repeating a grade, unsuccessful careers involving students who leave school early or with no diploma, and in between, a diversity of median careers, from difficult to mediocre. The second part shows how the transition to work of those children growing up in working-class families partly depends on the quality of their school experiences. The strategies adopted by parents who use their relations for their children to access employment, on the other hand, contribute to maintain children in subordinate positions. Long study strategies are then compared to the results obtained. Whereas professional education leads more and more to subordinate positions, degrees beyond the “bac” appear as being the weapon of the weaks: not only do they remain efficient to access executive positions, but they are still the best protection to avoid being unemployed and declassified
Vollet-Gless, Marianne. "L'egalite des chances entre hommes et femmes en education utopies et realites. Les programmes de diversification de l'orientation des jeunes filles en france". Université Marc Bloch (Strasbourg) (1971-2008), 1997. http://www.theses.fr/1997STR20043.
Testo completoFor 20 years, education has been coeducationnal in france, giving equal opportunities of access to scholar and career choices. Nevertheless inequalities in distribution of the sexes subsist in secondary schools and higher education. A governemental policy aiming at the widening girls'career opportunities inforced since 1984 some educational innovations, which were drawn from european equal opportunities programs. This research, presented in 3 parts, gives a socio-historical analysis of this policy. The research is based on official texts and on experimental projects in 2 local education authorities. The first part gives an outline of the evolution, in figures over 10 years, the explicit aims of the governemental mission as well as its administrative, organizational and pedagogical means. The second part gives an analysis of the conditions of implementation in 2 local authorities in the east of france and. In particular, the resistance met by young girls and women engaged in training and careers in the field of mechanics. The third part exposes the sociological, educational and psychological aspects by which professional and scholar aspirations are devised according to gender. The socialisation process is met by new opportunities for the determination of projects for the future and projects for the self in an educational environment which welcomes equal opportunities. These projects hav drawn a lot from the knowledge of feminist experimentations as well as from diversified vocational couselling experiences. The integrative theories of orientation and gender give career and educational couselling an ather frame trough which cultural equality practices can be reconsidered
Poussel, Mathias Heid Jean-Marie. "Certificat médical de non contre-indication à la pratique sportive par le médecin généraliste évaluation de fiches d'aide à la consultation dans une population de 73 enfants et 56 adultes /". [S.l.] : [s.n.], 2008. http://www.scd.uhp-nancy.fr/docnum/SCDMED_T_2008_POUSSEL_MATHIAS.pdf.
Testo completoBangali, Marcelline. "Pratiques de conseil en orientation professionnelle et transformation des formes d'anticipation de soi face à une situation de transition : le cas des jeunes docteurs en reconversion vers le privé". Phd thesis, Conservatoire national des arts et metiers - CNAM, 2011. http://tel.archives-ouvertes.fr/tel-00598546.
Testo completoVillard, Adeline. "Les représentations sociales du projet professionnel des jeunes femmes.- Etude comparative entre la France et l’Algérie". Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20048.
Testo completoThe women meet certain obstacles to fit into the world of the work. They wish to have their place and want to be able to negotiate modalities of their inclusion in public places, which can be culturally different, while preserving their own identity. So, the identical structuralization and the dynamics are under the influence of sociocultural, economic and family factors, themselves were organized with the intentionnalité of the actors.It is thus a question of studying what is the influence of the culture in the professional choices, and the life, the young women in France and in Algeria. We shall see that the choice of the professional project imposes to the young women the construction of identical strategies to reconcile professional life and family life, and the social representations of the culture of origin direct the decisions of the young women as for their life plan.The development of the feminine activity, as much in France as in Algeria, corresponds as much to the socioeconomic imperatives as to the evolutions of the mentalities of the various societies, as well as the aspiration and the demands of the very women. Indeed, the traditional said cultures progress more slowly than the modern said cultures where the Women's Liberation was made for already several years. But in spite of all the pitfalls which could meet on the road of these young women, they remain very motivated to change their fate and improve their living conditions. The work can so bring them a certain financial autonomy. Consequently, the women win more and more their independence in front of men
Pothier, William, e William Pothier. "Déterminants et traitements influençant la reprise des activités professionnelles ou scolaires chez des jeunes adultes en début d'évolution d'un trouble psychotique : le rôle de la cognition". Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37135.
Testo completoLe rétablissement socioprofessionnel, une dimension du rétablissement personnel, est un objectif courant chez les personnes en début d’évolution d’un trouble psychotique. Plusieurs facteurs pourraient influencer la reprise des activités professionnelles ou scolaires, dont les déficits cognitifs, qui sont des symptômes au coeur des troubles psychotiques. Cependant, le rôle de la cognition parmi les autres déterminants clés du rétablissement socioprofessionnel chez les personnes en début d’évolution d’un trouble psychotique reste encore à documenter. De plus, les traitements standards pour les personnes atteintes d’un trouble psychotique, comme la pharmacothérapie, ont peu d’effets sur les déficits cognitifs. La remédiation cognitive est efficace pour atténuer les déficits cognitifs, mais peu d’études chez les personnes en début d’évolution d’un trouble psychotique ont évalué son effet sur la reprise des activités professionnelles ou scolaires ou ont tenté de personnaliser le programme pour favoriser la réponse thérapeutique. Cette thèse avait donc pour objectif de mieux comprendre le rôle de la cognition dans la reprise des activités professionnelles ou scolaires. Pour se faire, deux études ont été réalisées chez les personnes en début d’évolution d’un trouble psychotique. La première, une étude longitudinale, visait à déterminer le rôle qu’occupe la cognition parmi les déterminants clés de la reprise des activités professionnelles ou scolaires et la seconde, une série d’études de cas, visait à évaluer l’effet d’un programme personnalisé de remédiation cognitive sur la reprise des activités professionnelles ou scolaires. De manière générale, l’étude longitudinale a montré que la mémoire de travail et la durée d’absence du travail ou des études expliquaient 48,1% de la variance du statut socioprofessionnel six mois après l’évaluation initiale. La contribution unique significative de la mémoire de travail dans le modèle souligne l’importance de considérer le fonctionnement cognitif des personnes en début d’évolution d’un trouble psychotique dans les interventions visant la reprise des activités professionnelles ou scolaires. La deuxième étude a quant à elle montré que la remédiation cognitive personnalisée avait permis à deux des trois participants inclus dans l’étude d’améliorer leur statut socioprofessionnel, en plus d’avoir des effets sur des facteurs cognitifs, psychologiques ou cliniques reliés à la reprise des activités professionnelles ou scolaires.
La personnalisation de la remédiation cognitive en fonction de caractéristiques individuelles (e.g., déficits cognitifs préexistants) et contextuelles (e.g., combinaison des interventions) semble avoir favorisé la réponse thérapeutique. À la lumière des résultats des deux études, la remédiation cognitive pourrait être utilisée comme catalyseur de la reprise des activités professionnelles ou scolaires dans les programmes de soutien à l’emploi ou à l’éducation. En effet, la remédiation cognitive semble améliorer plusieurs déterminants du retour au travail ou aux études, dont ceux déterminés à l’étude 1 (i.e., la mémoire de travail et la durée d’absence du travail ou des études). Les trajectoires variées vers le retour au travail ou aux études semblent indiquer que les mécanismes par lesquels la remédiation cognitive favorise la reprise des activités professionnelles ou scolaires sont hétérogènes, soulignant l’importance de personnaliser les interventions.
La personnalisation de la remédiation cognitive en fonction de caractéristiques individuelles (e.g., déficits cognitifs préexistants) et contextuelles (e.g., combinaison des interventions) semble avoir favorisé la réponse thérapeutique. À la lumière des résultats des deux études, la remédiation cognitive pourrait être utilisée comme catalyseur de la reprise des activités professionnelles ou scolaires dans les programmes de soutien à l’emploi ou à l’éducation. En effet, la remédiation cognitive semble améliorer plusieurs déterminants du retour au travail ou aux études, dont ceux déterminés à l’étude 1 (i.e., la mémoire de travail et la durée d’absence du travail ou des études). Les trajectoires variées vers le retour au travail ou aux études semblent indiquer que les mécanismes par lesquels la remédiation cognitive favorise la reprise des activités professionnelles ou scolaires sont hétérogènes, soulignant l’importance de personnaliser les interventions.
Occupational recovery (i.e., return to work or to school) is a common objective among people with recent-onset psychosis. Many factors may influence occupational recovery process, such as cognitive deficits, which are core symptoms in psychotic disorders. However, the role of cognition among other key predictors of occupational recovery in recent-onset psychosis remains to be documented. In addition, usual treatments in psychotic disorders, such as pharmacological treatments, have limited impact on cognitive deficits. Cognitive remediation can reduce cognitive deficits in psychotic disorders, but few studies have evaluated its effect on occupational recovery and have attempted to personalize the intervention to enhance treatment response in recent-onset psychosis. Therefore, the general objective of this thesis was to evaluate the role of cognition on occupational recovery. To reach this goal, two studies were conducted among people with recent-onset psychosis. The first, a longitudinal study, aimed to evaluate the role played by cognition among other key predictors of occupational recovery and the second, a multiple cases study, aimed to evaluate the effect of personalized cognitive remediation on occupational recovery. In general, the longitudinal study showed that working memory and length of time absent from employment or school explained 48.1% of the variance of occupational recovery. The unique significant contribution of working memory on occupational recovery underlined that considering cognitive functioning is relevant to interventions targeting return to work or to school. The second study including three cases showed that two of them improved their occupational status after the personalized cognitive remediation therapy, as well as cognitive, psychological and/or clinical factors relevant to occupational recovery. The personalization of the cognitive remediation therapy according to individual (e.g., pre-existing cognitive deficits) and contextual (e.g., combined interventions) characteristics appeared to have enhanced treatment response. According to results of both studies, cognitive remediation could be provided as a catalyst of occupational recovery in supported employment and education programs. Indeed, cognitive remediation may improve many factors relevant to occupational recovery, such as those determined in study 1 (i.e., working memory and length of time absent from employment/school). The distinct pathways leading to return to work or to school suggested that mechanisms through which cognitive remediation influence occupational recovery may be heterogeneous, underlying the relevance of personalizing interventions.
Occupational recovery (i.e., return to work or to school) is a common objective among people with recent-onset psychosis. Many factors may influence occupational recovery process, such as cognitive deficits, which are core symptoms in psychotic disorders. However, the role of cognition among other key predictors of occupational recovery in recent-onset psychosis remains to be documented. In addition, usual treatments in psychotic disorders, such as pharmacological treatments, have limited impact on cognitive deficits. Cognitive remediation can reduce cognitive deficits in psychotic disorders, but few studies have evaluated its effect on occupational recovery and have attempted to personalize the intervention to enhance treatment response in recent-onset psychosis. Therefore, the general objective of this thesis was to evaluate the role of cognition on occupational recovery. To reach this goal, two studies were conducted among people with recent-onset psychosis. The first, a longitudinal study, aimed to evaluate the role played by cognition among other key predictors of occupational recovery and the second, a multiple cases study, aimed to evaluate the effect of personalized cognitive remediation on occupational recovery. In general, the longitudinal study showed that working memory and length of time absent from employment or school explained 48.1% of the variance of occupational recovery. The unique significant contribution of working memory on occupational recovery underlined that considering cognitive functioning is relevant to interventions targeting return to work or to school. The second study including three cases showed that two of them improved their occupational status after the personalized cognitive remediation therapy, as well as cognitive, psychological and/or clinical factors relevant to occupational recovery. The personalization of the cognitive remediation therapy according to individual (e.g., pre-existing cognitive deficits) and contextual (e.g., combined interventions) characteristics appeared to have enhanced treatment response. According to results of both studies, cognitive remediation could be provided as a catalyst of occupational recovery in supported employment and education programs. Indeed, cognitive remediation may improve many factors relevant to occupational recovery, such as those determined in study 1 (i.e., working memory and length of time absent from employment/school). The distinct pathways leading to return to work or to school suggested that mechanisms through which cognitive remediation influence occupational recovery may be heterogeneous, underlying the relevance of personalizing interventions.
Brioux, Kimberley. "Les difficultés décisionnelles du collège à l'université : rôle des attitudes parentales, de l'identité vocationnelle et de l'estime de soi : étude longitudinale auprès de jeunes engagés dans un processus d'orientation". Electronic Thesis or Diss., Toulouse 2, 2019. http://www.theses.fr/2019TOU20092.
Testo completoThis study aims to analyse influence of social (parental career-related behaviors) and personal (vocational identity, self-esteem) factors on career-decision making difficulties reported by youth engaged in academic and vocational orientation process and to highlight subject's active and subjective part in his relationship with himself, others and world. In quantitative part, 3760 youth (3186 school students; 565 undergraduate students), aged 13 to 25 (M = 16.77; SD = 2.21), participated at longitudinal design featuring threee waves of data collection used. They replied collectively four online questionnaires: Career decision-making Difficulties Questionnaire, Parental Career-related Behavior Questionnaire, Vocational Identity Status Assessment and Échelle multidimensionnelle estime de soi pour adolescents. In qualitative part, semi-structured interviews were conducted with 22 youth (16 school students; 6 undergraduate students), aged 14 to 24 (M = 14.45; SD = 2.86). Predictors’ analysis of the career-decision making difficulties reported by youth shows that difficulties which intervene before engagement in the decision-making process (lack of preparation) are mainly explained by relational factors at the begining of the year for 12th grade students and to personal factors at the begining and at the end of the year for undergraduate students. Difficulties which intervene throughout decision-making process (lack of informations, inconsistent informations) are especially explained by personal factors like unfavourable vocational self-esteem at the end of the year for 10th grade students and for the undergraduate students, low in-breadth exploration at the end of the year for 12th grade students and for the undergraduate students as well as low commitment at the middle of the year for 10th grade students. CHD’s results show the dynamic of making choices in ligh of explanatory processes included in this study. Results also highlight this dynamic's heterogeneite through every educational and vocational orientation level studied. Based on this results, case studies also attested this diversity. This case studies established new elements like identification of new support sources or new type of difficulties, allowing to explore others research’s path and to confirm results’ complementarity
Gosselin, Claudia. "Concept de soi et choix scolaires et professionnels chez les élèves en dififculté d'apprentissage : le poids des attentes sociales et institutionnelles". Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34000.
Testo completoCardinal-Picard, Marie. "Pratiques de l'écrit et rapport à l'écrit de conseillères et conseillers d'orientation au coeur de la relation d'orientation". Thèse, Université de Sherbrooke, 2010. http://savoirs.usherbrooke.ca/handle/11143/952.
Testo completoPugnière, Jean-Michel. "L’orientation sexuelle, facteur de suicide et de conduites à risque chez les adolescents et les jeunes adultes ? : l’influence de l’homophobie et de la victimation homophobe en milieu scolaire". Electronic Thesis or Diss., Toulouse 2, 2011. http://www.theses.fr/2011TOU20110.
Testo completoSeveral studies (mostly North-American) put into light a significant link between sexual orientation and suicidal behaviors among teenagers and/or young adults. Homophobia to which the young homosexuals are exposed is considered the most serious hypothesis to explain this link. However quantitative studies have never been conducted on this hypothesis in France. We took it into account while carrying out a survey based on a self-questionnaire built up from scales from “Adolescent Risk Inventory” (Lescano & al., 2007), Suicidal Behaviors Questionnaire – revised” (Linehan, 1989), and Homophobia Scale” (Wright, Adams & Bernat, 1999). Said survey was answered by 475 young women, and 426 young men aged 18-24.Results confirmed oversuicidality among young homo/bisexuals. However, in the analysis conducted on male participants only, sexual orientation ceases to appear a significant predictor of suicide attempts or risk behavior in explanatory models in which variables « Homophobic Verbal Bullying in school » and « Bullying based on Gender nonconformity » are introduced. Said variables turn out to be the strongest predictors of suicidal behaviors among male adolescents and young adults. Young men have mean scores on the homophobia/lesbophobia scale that are significantly higher than young women's, and homophobic verbal bullying seems a lot more common than lesbophobic verbal bullying. Besides, lesbophobic verbal bullying does not have a significant effect on suicidal attempts and risk behaviors among young women. However, internalized lesbophobia has a significant effect on suicidal behaviors of the sub-sample of young women sexually attracted to same-sex individuals or wondering (ASMSQ), whereas internalized homophobia has no effect on ASMSQ young men. This last result is based on a lower population, and should be confirmed by subsequent studies, whereas analysis on all participants highlight the extent of homophobic bullying in school, and its impact on male teenagers and young adults
Mercier, Adeline. "Exploration vocationnelle au début du secondaire : une description en fonction des caractéristiques motivationelles des jeunes et de leurs perceptions du climat d'apprentissage". Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27293/27293.pdf.
Testo completoFerreira-Talbot, Marie-Christine. "Contribution à l’analyse du développement identitaire des éducateurs de jeunes enfants et des éducateurs spécialisés en formation". Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAC005.
Testo completoThis thesis focuses on the identity development of early childhood educators and specialised educators during their curriculum. The study identifies and analyses the factors underlying the choice of orientation in order to enlighten the construction of the vocational project of each population over their training experience. It highlights the links between social experiences (Dubar, 2015) and youth identity development (Erikson, 2014 ; Marcia, 1993 ; Arnett, 2000). Based on the model of social representations (Moscovici, 2004 ; Abric 2011 ; Moliner, 2001) and recognition (Honneth, 2000 ; Ricœur, 2004 ; Kaddouri, 2002), the theoretical scope illuminates their conduct between commitment and exploration (Marcia,1993 ; Luyckx & al, 2006 ; Meeus 2011). The mixed methodological system based on a longitudinal qualitative approach and a quantitative approach allows to better understand the development of student’s professional project and its evolutions. The results show the role of social experiences in identity development and the growing interest of early childhood educators in special education. This research opens up prospects for the design of more flexible curriculum in the field of social work (Wittorski, 2008), for the fulfillment of the professional self-project
Janszen, Stéphane. "Du moment de la démotivation au journal des moments : impact de l'écriture comme tiers dans l'accompagnement et sur l'évolution des jeunes en parcours d'insertion en EPIDE". Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2043.
Testo completoMy research work analyses the results of an experiment on the use of the "Journal des moments" int roduced by Rémi Hess. I used this journal as an accompanying medium for young adults of whom I take care of as a special educator, in a rnilitary-inspired integration organization called EPIDE (Institution for integration into employment). The latter takes care of adults aged 18 to 25 without a qualification, at risk or marginalized, having accepted to engage in a program of occupational inte gratio n. Those young people wbo have been underperforming at school, witb literacy problems, have not found other alternatives to move away from their places of living and to accept the constraints of a life of military inspiration. The results of the notebooks of the seventeen young people of the study highlight the changes made by those diarist trainees and the way in whicb writing bas been a real resource, including producing texts that are sometimes barely legible , but which have become the privileged support of exchanges with their educator. The mediation of writing bas stimulated a real work of reflexivity, bath retrospective and prospective, by accepting to look to the future
Bayet, Brigitte. "Récits de jeunes en situation de handicap : comment devenir auteur de son parcours de formation vers l'insertion professionnelle ?" Thesis, Paris 10, 2020. http://www.theses.fr/2020PA100018.
Testo completoThe evolution of the conceptual approach to disability, the guidelines developed by international organizations, declined at the european level in terms of rights and social participation of people with disabilities gradually led to the establishment of an inclusive society, with impacts on access to education, vocational training or higher education and professional insertion of young people with disabilities. The subject of this thesis in Education Science is part of a qualitative interpretive and comprehensive survey with phenomenological sensitivity, and focuses on the training path towards the professional insertion of young peoplewith disabilities. It proposes, from their stories, to understand the personal subjective meaning that each one can give to his/her path and his own life, to understand how these young people develop their vocational guidance project, how they can become the authors of their training and of their insertion through the experience of disability, for some of them with physical impairments. The chosen approach was to give priority to the narrative feature with an opening to otherness, a sensitive listening to the fragments of course delivered by these young people, and an analysis in a multi-referentiality bringing intelligibility to this research topic and emerging phenomena. A first analysis-synthesis work for each of the portraits with a reading based on key notions such as subject-actor, psychological empowerment, events, bifurcations and biographical transitions, gives prospects of generalization in the form of pathways typologies
Jouret, Jérôme. "Le monde professionnel de l’insertion des jeunes travailleurs handicapés : entre segmentation et normalisation". Electronic Thesis or Diss., Reims, 2024. http://www.theses.fr/2024REIML002.
Testo completoThis thesis analyzes tensions between the dynamics of segmentation and normalization of social management modalities of abnormality, both in institutions, devices, and practices in the professional world of integrating young workers with disabilities. The aim is to highlight the difficulties and tensions in the social and professional integration work of young workers with disabilities and the significant impact of inclusion policies. The research seeks to understand, from the professionals' perspective, their challenges by exploring the diversity of social institutions, devices, practices, and placing them in spatial, temporal, and symbolic contexts (Abbott, 2016).The methodology is based on 40 semi-structured interviews with 37 integration professionals and 3 young workers with disabilities. These interviews allowed for the analysis of support practices and representations, as well as understanding the interactions between professionals from various institutions working together or not.The results highlight administrative difficulties in the transition between protected and ordinary environments related to the variety of establishments and institutions.The representations of disability and support practices of professionals, the construction, and maintenance of professional networks play a central role in the practices of professionals in this specific professional world. Questions of professional transition, collaboration between institutions, and skills enhancement are at the heart of professionals' concerns. Professional practices are in tension between technical adaptation and institutional tinkering, requiring complex support work involving awareness, mediation, and negotiation
Jousserandot, François. "L'action publique d'aide à l'orientation 1981-2001 : recomposition de l'intervention sociale et action publique locale : le cas des Missions locales et de l'entrée de la Région dans les politiques d'insertion des jeunes en Rhône-Alpes". Grenoble 2, 2005. http://www.theses.fr/2005GRE21009.
Testo completoThe "Missions locales" serve to illustrate in an emblematic way both the ambitions and the limits of the policies concerning the integration of young people, from the Schwartz report, initiating a reflexion in 1981, to the elaboration of a collective convention for their staff in 2001. The aim of this thesis is to study how public action, whose first directions date from the beginning of last century, deals with the issue of youth employment advice. As bearers of reforms inherent to their plan, the Missions locales provide a specific and systemic prospect in which careers advice deals with integration. The self-made pattern thus influences the universalist and pragmatic aims of public action dealing with employment guidance. This aspect of social intervention goes along with the redefinition of the social state. On the arrival of the five-year plan of 1993 granting more abilities to the Regions in matters of professional education for young people, local councils will in turn interface with the complex landscape of all the devices set up to promote careers guidance. Rhône-Alpes stands out as a prominent figure, setting an example in their attempt to build up a local policy for the promotion of young people's employment prospects which includes their training for a career, their choice of a job and their integration in society. As reforms aimed at decentralization appear, the connection between Regions and Missions locales will have encouraged the inception of a new scheme helping people to find suitable work lifelong. It is reasonable to assume that the issue at stake here is how careers advice may aid our thinking about the problem of integration
Bayle, Alpin Marie-Laure. "La mission d'insertion des établissements scolaires en Aquitaine : étude de la politique éducative d'insertion du système éducatif. La mise en œuvre de la politique d'insertion sociale et professionnelle des jeunes dans les lycées en tant qu'organisations scolaires (1993-1997)". Bordeaux 2, 1999. http://www.theses.fr/1999BOR21002.
Testo completoHow policy related to the integration of young people within the national education system is conceived and implemented in high schools? Our basic question relative to the integration vocation of the educational system involves facing the problems implied in the social and professional integration of young people. In a synchronic study concerning the notion of integration in the scientific and political community, concepts related to social and professional integration have been identified. In a diachronic study based on a historical approach of school missions, the role of the school in the integration process has been restored. These two studies were established that social integration rests on j. Rose's professional transition concept. Integration is considered as a socially modelised process under the influence of the state, schools and their structures. This has been confirmed by an analysis of official texts from 1985 to 1996. Another issue concerns the educational system regarding itself politically as the institutional framework for social integration. Within this framework, institutional, public service, administrative and state policy concepts as well as the school organization are analysed in order to study high schools working as the basic for the implementation of the educative policy. In our study, we have found that schools include two different but complementary reasonings, a national and a local one. Implementing an integration policy regards the field of organizational sociology. To answer the question about the social integration mission that is, whether it is a local adaptation to the state decisions or a local decision, we can say that both national and local propositions or initiatives are closely related
Santos, Glauria Janaina dos. "Pedagogia das emoções: uma compreensão da dimensão emocional na educação profissional de jovens e adultos". reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/11045.
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Esta pesquisa se propõe em sua natureza polilógica, suscitar à consciência coletiva acadêmica a dimensão emocional como categoria fundante do processo educativo. É passo leve sem grandes pretensões, pois o tema já está sendo discutido nos últimos anos. A proposta que se apresenta de forma mais contundente, é a possibilidade de se pensar a emoção sob um viés que vai além das vias de percepção da emoção como uma categoria que gera o fracasso escolar. Esta perspectiva visa instituir um olhar para a emoção, ou as emoções, fundamentadas no espaço social, que podem ser vistas, criadas e ressignificadas e, sobretudo, se bem desenvolvidas podem criar nos indivíduos um sentimento de pertença e adequação, fundamentais para a sua constituição como partícipe em uma comunidade. A análise da dimensão emocional está fundamentada em um eixo denominado EU-OUTRO-NÓS. Este eixo está embasado pelos estudos de Jiddu Krishnamurti, Humberto Maturana, Edgar Morin e Norbert Elias, que em uma dinâmica dialógica nos orientam à compreensão do mesmo a partir das respectivas categorias - autoconhecimento, aceitação, conexão, distanciamento - dando origem a uma categoria de análise que foi denominada de autoconhecer-aceitar-conectar-distanciar. A pesquisa tem cunho qualitativo e está dividida em duas etapas, sendo a primeira de base bibliográfica e a segunda de compreensão em campo com os indivíduos escolhidos para a análise. Foram utilizados como instrumentos da coleta de dados a entrevista semi-estruturada e as histórias de vida. A análise tomou como suporte metodológico as concepções da multirreferencialidade e da epistemologia da complexidade e analisou, sob essa perspectiva, a Educação de Jovens e Adultos, considerando ser esse um grupo ainda pouco valorizado e, constantemente, alijado do processo de construção do conhecimento fundamentado em teorias que valorizem o modo peculiar de serem educados, tendo em vista que são indivíduos que trazem consigo, para dentro do ambiente escolar, uma bagagem de experiências e vivências tanto pessoais quanto profissionais.
Salvador
Sahin, Poyraz. "Discrimination perçue au travail et (ré)aménagements identitaires de jeunes recrues d'orientation sexuelle minoritaire". Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100112.
Testo completoThe study focuses on an exploration of the integration time of recently-recruited professionals who identify themselves as homosexual or bisexual. Based on the qualitative analysis, we draw the general hypothesis that the processes of integration, organisational socialisation, and the construction of a future career path that are influenced both by the presence of heterosexist norms and perceived discrimination in the workplace as well as by sexual identity previously built in other parts of life. Our data were collected from twelve self-identified LGB young people who recently recruited in the workplace in the transportation and law using two studies: the first conducted with informal interviews to study the meaning given to subjective experience before and during the integration period in the organisation, and the second built from IMIS interviews to understand better the identity dynamics by analysing the subjective relationships between the individual and his environment. The results highlight that heterosexist norms remain dominant and show non-neutrality in the part of the professional world where the conversations include aspects of private life. From the moment of their arrival in the organisation, the young LGB people confront a dilemma between dissimulating and divulging their sexual identity, which requires identity management strategy handling to tackle different forms of discrimination and perceived homophobia. Among the identity management strategies, dissimulation based on pretending or avoiding of sexual orientation are the strategies that are used in the majority to avoid the different forms of discrimination based on sexual orientation that are anticipated in the workplace
Pugnière, Jean-Michel. "L’orientation sexuelle, facteur de suicide et de conduites à risque chez les adolescents et les jeunes adultes ? : l’influence de l’homophobie et de la victimation homophobe en milieu scolaire". Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20110/document.
Testo completoSeveral studies (mostly North-American) put into light a significant link between sexual orientation and suicidal behaviors among teenagers and/or young adults. Homophobia to which the young homosexuals are exposed is considered the most serious hypothesis to explain this link. However quantitative studies have never been conducted on this hypothesis in France. We took it into account while carrying out a survey based on a self-questionnaire built up from scales from “Adolescent Risk Inventory” (Lescano & al., 2007), Suicidal Behaviors Questionnaire – revised” (Linehan, 1989), and Homophobia Scale” (Wright, Adams & Bernat, 1999). Said survey was answered by 475 young women, and 426 young men aged 18-24.Results confirmed oversuicidality among young homo/bisexuals. However, in the analysis conducted on male participants only, sexual orientation ceases to appear a significant predictor of suicide attempts or risk behavior in explanatory models in which variables « Homophobic Verbal Bullying in school » and « Bullying based on Gender nonconformity » are introduced. Said variables turn out to be the strongest predictors of suicidal behaviors among male adolescents and young adults. Young men have mean scores on the homophobia/lesbophobia scale that are significantly higher than young women's, and homophobic verbal bullying seems a lot more common than lesbophobic verbal bullying. Besides, lesbophobic verbal bullying does not have a significant effect on suicidal attempts and risk behaviors among young women. However, internalized lesbophobia has a significant effect on suicidal behaviors of the sub-sample of young women sexually attracted to same-sex individuals or wondering (ASMSQ), whereas internalized homophobia has no effect on ASMSQ young men. This last result is based on a lower population, and should be confirmed by subsequent studies, whereas analysis on all participants highlight the extent of homophobic bullying in school, and its impact on male teenagers and young adults
Boancă-Deicu, Ioana. "Le rapport au travail chez les jeunes non-diplômés". Thesis, Strasbourg, 2013. http://www.theses.fr/2013STRAG032/document.
Testo completoThe thesis questions the methods of organizing the devices for alternating training for insertion. Created forty years ago, in a context of economic crisis, this devices represent today a necessary step, especially for the young un-graduated. By studying the underlying logic of public insertion policies, the impact of the type of production "serviciel" on the activity of the employees and the constitutive pedagogy of these formations, the thesis reveals the tensions between the issues brought by different stakeholders and their effects on the learning process and insertion of youth. Starting from these aspects, substantiated in the first part, we have to see what is the position of the trainee activity carried in the company within these formations. The field survey allows, firstly, comprehending the diversity and the complexity of these work situations to which the trainees are daily confronted. It shows how the manage to mobilize or not, in this situations, the appropriate theoretical knowledge and the knowledge previously forged, to control their emotions, to invest the teachings drawn from their own history to reprocess the values held by the work place, to meet the requirements of the task and the expectations of the service to be performed. Afterwards, the empirical survey focuses specifically on the practices of the trainers upon the reflective moments dedicated to feedback. Caught in a pincer between urgency, economic efficiency criteria, the trainers do not really involve the trainees in an analysis of the lived experience. Therefore, many lessons rest in the shadow, resting undervalued in the insertion process
Delahaye, Thierry. "Rôle du portfolio "web classeur ONISEP" dans l'élaboration du parcours professionnel de l'élève en classe de Prépa-Pro". Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0672.
Testo completoCareer and academic guidance are of the greatest importance for every student. At the end of middle school, a pupil has to choose either vocational education - which leads to a vocational high school degree - or general and technological studies. Choosing general studies postpones career choice by three years.To support the weakest students in choosing a career, the school proposes the setting up of a digital portfolio. This portfolio contains the skills and experience the students acquired during their economic and job discovery option in pre-vocational eighth grade (3ème Prépa-Pro).Paradoxically, in the digital age, the diversity and the multiplicity of Intelligent Tutoring Systems (ITS) available to teachers may be an obstacle to their use for teaching purpose in class. After having analysed the implementation conditions of this job discovery option in pre-vocational eighth grade in the academy of La Réunion, we intend to test the usability of FOLIOS and ITS made available for teachers to assist the students in the development of their digital portfolio
Robati, Afshin. "Contribution à l'évaluation des effets psychologiques du bilan de compétences : l'expérience d'une entreprise automobile en Iran". Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30049/document.
Testo completoThis study aims to estimate the suitability of the application of skills assessment device and development of its psychological effects on employees, in a country where it is not practiced, and where the work environment and the culture is different from here. That is to say, the application of this device as an instrument for human resources in a car manufacturing company in Iran, in a different sociocultural context of the Western model. For this, we made a longitudinal study in two stages with five and a half months apart, before T1 and T2 after the skills assessment, with two employee groups : an experimental group that has done the skills assessment (n=32), and a control group (n=30). Results show an enhanced level of self-esteem, better self-knowledge, better stress management and increased motivation to work. We tried from a relatively small sample to demonstrate that the approach of professional adult guidance can be implemented under certain conditions to different civilizational contexts. Its application can be considered as an alternative support and assistance for employees with another culture. It is from the effects of this device that our study contributes to the plurality of scientific knowledge in different sociocultural context
Robert, Sarah. "Santé et recours aux soins des jeunes en insertion socio-professionnelle : une recherche interventionnelle multicentrique Santé et recours aux soins des jeunes en insertion âgés de 18 à 25 ans suivis en mission locale Effects of systematically offered social and preventive medicine consultation on training and health attitudes of young people not in employment, education or training (NEETs) : an interventional study in France". Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUS038.
Testo completoIn France, ‘‘Missions locales’’ are public assistance sites for young people aged 16–25 years who are not in employment, in education or training (NEET). More than 1.4 million NEETs – i.e. ten to fifteen percent of the youth – participate in these sites each year. The main goal of ‘‘Missions locales’’ is to enhance both professional and social insertion – since education, employment, housing and health issues are inseperable. Several international studies have shown that NEETs have poor health status. In France, there were very few quantitative studies on this topic until the PRESAJE survey in 2011, which took place in five ‘’Missions locales’’. Based on data from this survey, we showed that the overall social profile of the NEET population was diverse, with more difficult living conditions than in the general population. Health-related vulnerability factors identified were: low education level; social isolation; insufficient health insurance; low self-esteem; and, low level of trust in institutions. Some of their health indicators were remarkably poor compared to other youth of the same age: more often, they had chronic disease, were overweight or obese, and their mental health status was poor. Despite their poor health, NEETs had less access to health care than the youth of the same age in the general population. This work also has highlighted the importance of having health sites inside ‘‘Missions locales’’. Social and preventive medicine consultations that are fully integrated into the social services for NEETs have an impact on their access to training (and we hope subsequently on their employment), and contribute to changing some of their health-related behaviours