Pratiquer l’analyse interprétative phénoménologique : intérêts et illustration dans le cadre de l’enquête psychosociale par entretiens de recherche

Introduction

Interpretative phenomenological analysis is a qualitative discourse analysis method that has sprung up much research in psychology over the past 20 years. Grounded in phenomenology, idiography and hermeneutics, this research strategy strongly suits the understanding of individuals lived experience and their sense making of life events.

Le processus d’intervention en santé au travail : éclairer les enjeux de l’action par un exercice de formalisation de l’activité

IntroductionThe quality of action in occupational health requires attention to its dynamic, for example analysing the activity of the intervenant consultant: what he manages to do in his activity and the obstacles he encounters.ObjectiveThis article proposes to feed the knowledge on the intervention from a qualitative approach and centered on the intervention process.MethodUsing the case study, the article shows the real of the intervention, its obstacles and the adjustments it imposes. The case studied is in a journal.ResultsThis intervention process shows the effects of variation caused by lack of accession and support from management and the trade unions, the difficulty of passing from knowledge to action.ConclusionThe difficulties have a function of revelation which the evaluation of the effects of an intervention can take into account.     

Identité et performances scolaires. Les élèves issus de groupes minoritaires au québec,leurs points de vue

This article examines the disparities in school performance within the broader minority community of Quebec, itself made up of various immigrant subgroups. It compares academic achievement among students from Sub-Saharan Africa and the West Indies with outcomes for students born in Quebec, Canada, and elsewhere. Interviews have revealed that factors such as ethnic origin, social origin, and the time spent in the new country, in addition to the influence exerted by the immigrant milieu itself, work together to affect minority groups in different ways as they encounter what they perceive to be discrimination in Quebec society, and how the distinct individual identities that emerge as a result determine students' school success or failure.     

Observer,percevoir, partager : réflexions épistémologiques à partir d’une enquête ethnographique dans cinq établissements d’enseignement secondaire

For our research on “Gender practices and violence between peers: the stakes of mixed education” (ANR-09-ENFT-006), two researchers observed interactions between students within five schools during the 2011–2012 school year in an large French city. This paper focuses on the challenges of ethnography, the validity of the results produced by such a methodology, and the opportunity to intersect clinical (notably transference and counter-transference) and socio-anthropological concepts. Our analyses center on questions related to social class and the sex-gender system.     

Éléments de réflexion pour la mise en œuvre d’une démarche de prévention des risques psychosociaux au travail en France

Preventing social risks at work is an international concern. It has been demonstrated that the work in its all dimensions such as, organizational, technical, technological and relational, involves a multiplicity of constraints. They participate to the degradation of work health and to the organizational performance through to the complex and various mechanisms. The aim of this paper is to explain how a methodological consensus linking the European legislation, national agreements, scientifically theories and tools, and actual work has been gradually introducing in France. Based on theoretical and methodological considerations and on a Return Of Experience (ROE) we demonstrate the necessity to adopt an integrated approach to prevent social risks that focusing more on the work determinants than on individuals’ issues.     

Présence attentive et créativité au travail : examen du rôle médiateur du bien-être et de l’auto-efficacité créative

This study aims to broaden the understanding of mindfulness outcomes in work context, specifically the influence of mindfulness on creativity. This influence can be direct and indirect, when it is shaped by well-being and creative self-efficacy. A cross-sectional study was carried out using a sample of 172 full time Brazilian workers. The research findings suggest that the relationship between mindfulness and creativity is better explained through well-being and creative self-efficacy. The double mediation model was confirmed. The research highlights the understanding of emerging literature on mindfulness at work by establishing personal conditions that promote or inhibit well-being at work, which in turn enhances creativity and contributes to building up the knowledge about this topic.     

Les pratiques du télétravail pendulaire de cadres : reconfiguration des écosystèmes relationnels et d’activités

This paper focuses on “pendular” telecommuting practices of senior managers of several large international companies. We use the systemic perspective of activity theory in order to address the way telework redistributes the balance of work and its articulation. Our study is based on a 59 semi-structured interviews. The results show that telework in the socio-technical context of its implementation, reconfigures different dimensions of work by establishing relational ecosystems and complex activities that bring up a new order in the collective working relationships and open up new possibilities for activity while preventing others.     

La construction de compétences d’étudiants en soins infirmiers lors d’un apprentissage par simulation : étude au cours d’un exercice de prise en charge d’un arrêt cardiorespiratoire

Our study focuses on the professionalization process in nursing students. More specifically, it aims to understand how each step of simulation in nursing education contributes to skills development in nursing students. In total, forty-seven students participated in this study. All the learners were first year students and answered anonymously, at the four stages of the research process, to a questionnaire consisting of six questions to measure their opinion on the acquisition of skills during a learning session based on simulation. Each question was built on one of the six forms of knowledge defined by Le Boterf, 1997, Le Boterf, 2007, Le Boterf, 2011 in his theoretical model of competence. The results show that each stage of the simulation training significantly modifies the students’ opinion on the different forms of knowledge they have acquired. Moreover, the debriefing, that is an essential part of simulation learning, proves to be the most complex stage given the multiple psycho-cognitive and emotional processes involved.     

Les compétences mobilisées par le psychologue dans la pratique de l’éducation thérapeutique : exemple d’une prise en charge d’un patient obèse

The Therapeutic Education is a tool allowing the patient to find its own strategies of change by confronting with the point of view of others, by approaching new knowledge and recapturing some skills. The change involves a multitude of psychological processes, which we rarely question. What place do we grant to these psychological processes? What is the role of the psychologist of the health in the ET. We shall approach these notions by discussing a clinical case of a patient obese having participated in a therapeutic patient education “for a long-lasting loss of weight” (Medical Unit of the Nutrition, CHU de Toulouse).     

Les processus de coping et leur association avec l’auto-efficacité perçue chez des enseignants de suisse romande : résultats d’une étude préliminaire

Within the Swiss context of the present study, important on-going school reforms lead to new challenges and constraints for teachers. Thus, it is legitimate to question how teachers can deal with the difficulties inherent to their profession. The aim of the study was to explore the coping responses of 86 teachers (women = 70; men = 16; mean age = 38.9 ± 12.0), and to assess the possible relationships between those responses and teaching self-efficacy. Self-report questionnaires were administered between June 2016 and February 2017, with a return rate of 37.5%. Participants completed two questionnaires: the Ways of Coping Checklist (WCC) assessing five coping responses (solving problem, social support approbation, avoidance, positive reevaluation and self-blamed), and the Teachers’ Sense of Efficacy Scale (TSES) measuring three dimensions of teachers’ self-efficacy (for classroom management, instructional strategies and student engagement). The most frequent coping responses were social support approbation and solving problem. Positive reevaluation seemed to be used as an intermediate coping response for both women and men. Women were more likely to seek social support than men in order to deal with difficulties, whereas men did not report the use of specific process. Participants reported high levels of teaching self-efficacy, without significant difference between women and men. Moreover, teachers with high level of self-efficacy for classroom management and instructional strategies were less likely to use self-blamed and avoidance coping responses. Teachers with high level of self-efficacy for student engagement were also less likely to use self-blamed coping responses. Partial correlations with sex, age and years of experience as control variables were performed, and no variation was found. The findings of the present study demonstrate that social support approbation and solving problem are coping responses commonly used in our sample of teachers. The high levels of teaching self-efficacy and the lack of significant correlation between this variable, social support approbation and solving problem coping responses question us about the protective role of self-efficacy. It could be considered as a coping response, helping to appropriately overcome the difficulties linked to the teaching profession. Due to the important school reforms in Switzerland, pre-service teachers need resources and tools to deal with these new challenges. Further studies are necessary in order to better understand relationships between coping responses and teaching self-efficacy, and their potential protective or damaging effects.     

Vérification de la structure factorielle et de la fiabilité des preqis en France et test d’un modèle de prédiction de l’attachement au quartier : une étude sur un échantillon parisien

This paper has two aims: testing the Perceived Residential Environment Quality Indicators (PREQIs’, Bonaiuto et al., 2003) factorial structure and reliability in the French context and testing a three-level model where more specific PREQIs cover the first level, more molar PREQIs about pace of life (i.e., the attribution of qualities such as stimulating vs. boring and relaxing vs. distressing) cover the second level, and neighbourhood attachment represents the final outcome variable. Participants (n = 383) were residents of Paris who filled in a questionnaire including the French version of the extended PREQIs and Neighbourhood Attachment (NA) scales (Bonaiuto et al., 2006). PREQIs are validated in France with 139 items and 19 indicators (plus one indicator composed of 8 items for place attachment). The path analysis model presents an indirect connection between some PREQIs and NA via pace of life indicators, which are influenced by PREQIs and are directly associated to NA. More specifically, different PREQIs affect different pace of life dimensions: the perception of a more relaxed neighbourhood is associated to a high quality of design features, environmental health, and safety, whereas the perception of a more stimulating neighbourhood is connected to the presence of human activities and services.     

Pertinence clinique en population dépressive d’un médiateur thérapeutique axé sur les ressources personnelles : évaluation par protocole individuel de type arrêt—reprise sur une patiente hospitalisée pour dépression

IntroductionThe low to moderate benefit of current care on optimal functioning in depressed patient encourages the development and evaluation of new interventions in this area.ObjectiveThis study aims at the clinical evaluation by single case of a serious game focused on personal resources in depressed population.MethodThe recommendations of the Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) Statement were respected to design and report the results of this single-case research (Tate et al., 2016). A Withdrawal/Reversal ABA design has been applied to a young patient hospitalized for depression. Each phase contained 3 measurement opportunities spaced 7 to 10 days apart. In intervention phase B, a serious game was introduced in positive psychotherapy workshops without replacing the patient's usual care.ResultsIn the patient, serious game had a clinically significant benefit on depression, psychological well-being and affects. On the other hand, an increase in stress and anxiety levels, as well as a progressive decrease in the feeling of autonomy were also observed.ConclusionSerious game as a therapeutic mediator seems to have demonstrated its effectiveness for the patient. The reduction in depression coupled with the increase in stress and anxiety points out a favourable progression of the patient's problem. Elements specific to the patient's intra-individual problem were highlighted and could shed light on her clinical management.     

La gestion des émotions et ses déficits,chez les personnes atteintes de douleur chronique : une revue systématisée des études relatives à l’alexithymie, à l’intelligence émotionnelle, à la régulation émotionnelle et au coping

The goal of this review is to synthesize the data of scientific literature on emotional management and its deficits in chronic pain. We used terms referenced in databases and MesH terms (of the United States National Library of Medicine) to perform a literature search in a powerful online search engine (EBSCOhost research databases). Four hundred and forty-nine papers, taken from international reviews and published of 1994 (because it is in the middle of the 1990s that this theme begins to be handle) to the end of January, 2015, are identified by a total 5 electronic databases with predefined keywords about emotions and chronic pain. Forty-six of which met the inclusion criteria, according to their title, their summary and their complete text. The findings suggest that some emotional management strategies and its deficits can maintain a vicious circle of negative emotional states with physiological and psychopathological consequences. Several studies show that alexithymia, emotional ambivalence and emotional suppression have a deleterious impact on pain, emotional distress (depression, anxiety) and disability. In spite of some contradictions concerning the nature of this effect (sensory or affective pain intensity or even duration of pain), it seems that alexithymia is a major variable implied in chronic pain. Inversely, experiential acceptance has a beneficial effect on psychological distress (depression, anxiety and stress). Emotional disclosure (of stressful or traumatic events) can decrease pain intensity but not disability and mental health. Likewise, emotional expression in daily life seems beneficial, but when the expression of the positive and negative feelings are distinguished, emotional expression of negative feelings increases pain, disability and distress. The whole of these findings emphasize the need to further research about emotional management in chronic non-cancer pain. It is necessary to identify and control the source of potential bias. Some hypotheses have been proposed to explain these findings. In the future, it would be interesting to use a multifactorial approach to investigate the interactions between various processes of emotional management in chronic pain patients.     

Le rôle modérateur du harcèlement environnemental au travail dans la relation entre l’attachement au lieu de travail et le soutien organisationnel perçu. Étude auprès d’un échantillon féminin

This article examines the effect of environmental harassment at work in the relationship between attachment to the workplace and perceived organizational support. A survey was conducted via a questionnaire with 304 employees in different professional sectors (commerce, healthcare, teaching, administration) in the public or private sector. Analyses show that (a) attachment to the workplace and environmental harassment at work are strongly associated with perceived organizational support, the former positively and the latter negatively, and (b) two dimensions of environmental harassment at work, namely manipulation of the work environment and manipulation of the personal space, moderate the relationship between attachment to place and perceived organizational support, reducing the effect of this relationship. The practical implications of the research are discussed.