L’insertion professionnelle des enseignants débutants au Québec

With an aim of checking if educational circles took into account the professional induction of their beginning teachers, in the context of the renewed teacher educational formation, we investigated the working experience of newly graduated high-school teachers from University of Montreal in the years 1998-1999-2000. This study also tries to see if the renewed teacher educational formation inaugurated in 1994 plays a facilitating role in the beginning high school teachers’ induction and if professional exhaustion is part of their problems. The results obtained indicate that 94 % (N=165 out of 176) of the beginners participating in our study considered to have succeeded in their professional insertion. Most of them find their initial formation adequate. They say to be especially satisfied of the quantity and quality of the training courses and state that their formation covers well the various aspects of the actual teacher’s task. Beginners also find that school Commissions should greatly improve their facilitating measures of professional insertion. The results of the investigation showed that the professional insertion of the beginners is more difficult in the absence of helping measures. Finally, although the majority of beginners complain about the heaviness of their task, the investigation reveals that professional exhaustion does not play a part in the success or failure of their induction.     

Les compétences des enseignants du technique au lycée professionnel

Vocational school teachers face a problem of acceptance. On arrival in a school, they find themselves put under pressure by families, students, the educational establishment and businesses. This paper deals with the gaps and ambiguities that exist between the educational, vocational and professional areas of teaching. In particular, it shows how, during training, teachers refer to their professional experience in order to connect the two areas, and to centre their activities on student training. The gap between professional experience and the pedagogic framework acts as a motor for training and can be seen as an attempt to gain acceptance. It brings into question the views of training and vocationnal psychologist counsellors (COP) in an analysis of vocational counselling related to whether students complete their diploma course or drop out of school.     

Suicide lié au travail et prévention

Regarding social law, work-related suicide can be qualified as a professional risk, in particular as a work accident. It's the option chosen by case-law. The idea is to compensate: qualifying suicide as a work accident provides a social security compensation to the suicided employee's family and, in certain cases, the possibility to sue the employer. But, this case-law does not really question the prevention of the suicide before its commitment. In Labour law, the employer's obligation to prevent risks must face the risk of work-related suicide.     

Secret médical en santé au travail

The occupational physicians are obliged, like any doctor, to respect the ethical obligations imposed on their profession, including in the exercise of the missions specific to occupational medicine and contained in the Labor Code. The occupational physician is not isolated and works in a multidisciplinary team of a health service at work. He must communicate with other health professionals, but also with employers, representative bodies of staff. Medical confidentiality holds a special place in the triangular relationship between the occupational physician, the employee and the employer. The medical practice in the field of occupational health requires that many provisions of the Labor Code be followed, including the respect of the secret of manufacture and the position of advising employers and employees. The occupational physician must communicate with the employer in order to best achieve his mission, but in practice, it may be difficult for the occupational doctor to make his recommendations heard to improve the working conditions of employees without power, when he cannot argue his opinions on medical information.     

Entraînement au monitoring métacognitif et performances à l’université

In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Techniques have been developed to help students improve monitoring their activities. In this study, we adapted a method tested in previous research, and noticed positive effects on students’ performance. This intervention would be easy to implement in university classes, and would benefit students even more if generalized and complemented by techniques focused on more global aspects of metacognition and self-regulated learning.     

L’évolution des normes face au développement des objets de santé connectés

A lot of connected objects can be sold on the Internet and in some general stores. These products can be used in a health environment; they can help to promote a healthy lifestyle. But they do not always have a well determined legal status, that is established to protect the patients or the healthcare professionals. The connected objects can support innovation. They can become an essential help for the patients and the healthcare professionals, nevertheless they can be at the origin of physical injuries, if they are badly used.     

Évolution permanente des outils et procédures de travail au bloc opératoire : la nécessaire formation au travail en équipe en simulation médicale comme réponse organisationnelle

Currently medical and paramedical studies in France are organised separately. Nurses, doctors and specialists are trained separately with specific programs. Organization and public health policy are in permanent evolution. These changes confront caregivers to insecurity during their daily jobs. In this context, interprofessional cooperation is needed. Medical simulation mannequin are used to train caregivers to technical and non-technical activities in safe environment for students as well as for the patients. It allows teachers to analyse the way the students planned, attempted or carried out their actions, and to study the emotional aspects of stressful work in operating room. We will expose the co-construction, use, evaluation and enhancement of such practices in terms of professional team training.     

« Femmes au volant,danger au tournant » Les conductrices sont-elles victimes d’une menace de stéréotype ?

Owing to the sexuation of occupations associating technical attributes with men and relational skills with women, the latter are less numerous in professions where driving is involved. The negative stereotype associating women with poor driving skills is thus likely to have a cognitive and behavioral impact. According to the model of the stereotype threat, could activation of the threat inhibit the performance of women in a Highway Code test? After performing an association task that demonstrated a largely negative stereotype, 56 female students took a Highway Code test in two conditions: an experimental condition where the stereotype was activated by a comparison between men and women (N = 17); and a control condition without activation (N = 39). Subjects performed less well in the experimental condition, demonstrating the expected effects of the stereotype threat.     

La notion de rapport au savoir : convergences et débats théoriques

During the last 20 years in France, the notion of relation to knowledge was very successful in the fields of education research and teachers training, and in the social debate about school. This kind of success should not hide or play down the importance of theoretical or social questions and debates this notion gives rise to, specially when some terms (as relation to knowledge or school experience) are used by different researchers or research teams in different theoretical frames and perspectives. This paper aims to clarify these debates and their theoretical, empirical and social stakes.     

Contribution du modèle du comportement planifié à la prédiction de l’entrée en formation professionnelle

The research analysis various factors of the commitment in professional training by a model inspired of the theory of planned behavior (Ajzen, 1985). A sample of 127 adults having to start a professional training cycle has answered questionnaires relating to the selected model, sociobiographic, attitudinal and contextual variables. Moreover, effective behavior (entry/non-entry in the session) was taken into account. On the whole of the sample, 60,6% actually integrated the forcasted training course . The major results show that the model of the planned behavior is relevant insofar as the intensity of the intention predicts the behavior of integration. Various dimensions of the model act in differentiated ways: some of them explain the intention of entry in training course and others explain the effective behavior.     

Les violences externes au travail : facteurs générateurs,perceptions et réactions des agents

External violences are the violences exerted against an employee on his workplace. The phenomenon constitutes an increasing risk, in particular for the employees in relation with a public. This article presents a research undertaken within a social structure, worked out starting from problems which relate to the identification of external violences, perceptions and reactions located of the agents in daily relation with users; starting from a collection of data resulting from interviews and observations on three sites. The article points the multi-determined character of violences and the strategies put in work by the agents to cope with it. In that, he questions the phenomenon within the organizations of service in link with the complexity of the situations of the users.     

Risques psychosociaux au travail : le rôle modérateur des stratégies de coping

It is now a fact that health and well being at work are enhanced by organizational characteristics (Dupret, Bocéréan, Teherani, & Feltrin, 2012) and individual characteristics such as coping strategies used in a stressful situation (Truchot & Fisher, 2002). The purpose of this research is to study the interaction between organizational characteristics and coping strategies in the emergence of psychosocial risks factors. This study was conducted with 427 employees, as part of a psychosocial risk assessment. The analysis (Sobel tests and LISREL modelization) show the moderating influence between coping strategies and the organizational variables on occupational health and life quality.     

La Justice Procédurale comme Variable Prévisionnelle de la Motivation Intrinsèque au Travail

Although the importance of intrinsic motivation at work is already known, the relationship between organizational justice and employees’ motivation remains unexplored. Consequently, the purpose of the present study was to examine the predictive role of organizational justice on intrinsic motivation and the mediation effect of fundamental needs satisfaction in the study of organizational justice and employees’ intrinsic motivation. Key variables have been measured with a sample of 273 workers coming from numerous fields of work. Correlational analyses and multiples regression analyses have been conducted and have shown a significant positive relationship between the variables as well as a partial mediation effect of the basic psychological needs’ satisfaction in the relationship between procedural justice and intrinsic motivation. Results show significant positive relations between the three variables of interest and a partial mediation of the basic needs in the relation existing between procedural justice and intrinsic motivation. The role of justice for the development of intrinsic motivation at work is discussed.     

Troubles du comportement et adolescence. Problématiques d'accès aux soins et modalités de réponses nouvelles

The psychopathology of adolescence requires particular adaptation of treatments. This article presents the specific organization of psychiatric treatment for adolescents developed in a mental ward. It works in collaboration with paediatric services, school medicine, community homes for adolescents, parents and attending physicians. Going towards adolescents signalled by those partners, we make easier the access to treatment, the “out of walls reception”. Reciprocal therapeutic commitment, worked with the adolescent, allows him to access to a variety of special cares: consultations, therapeutic groups, hospitalisation, “indirect treatments”. Results from three years allows us to stress the relevance of such a specific organization namely for tricky clinical situations.