Pratiques Psychologiques最新文献

Spirituality is a theme often evoked in existential psychology, it is also a complex and ambiguous term. We have developed the concept of implicit spirituality, that is to say that we approach spirituality whether it is religious or non-religious (areligious) without naming it. We work only from the dimensions that constitute it. It is through our professional practice that the concept of “implicit spirituality” has taken shape. Consequently, in this article we present the validation of a scale of implicit spirituality.

The questions of the meaning of School and teaching–learning have been raised in France during fundamental transformations of the education system [school massification and democratization, introduction of information and communication technologies for education (ICTE)], linked to profound societal changes (socioeconomic changes, emergence of a youth culture). They concern both students and all education actors whose benchmarks have been shaken. Problems have emerged thanks to the evolution of research on action theories. They were interested in the intentionality of the actors as well as in the purpose of situated and instrumented actions. We wonder about the role of novelty, innovation as a test of meaning for a subject related to the school question. We rely on a literature review to address this question by specifying what we mean by School, based on the concept of school form. We propose to articulate it with the concept of meaning, within the framework of a psychosocial approach by thinking of the meaning of the School as a system of meanings (subjective, socio-anthropological, axiological, rational). The main function of meaning is to ensure the mobilization of the subject, its maintenance, and the conditions for its coherence. The challenge of our research is to participate in the construction of a model allowing to accompany the subject towards the awareness of the elements at stake and the forces at work. It requires coordination with other disciplines to complete and refine it.

Introduction

As part of an academic research, we are interested in how do Algerian nurses deal with their care work experience and its impacts on their relationship with patients through the study of the mechanisms mobilized by these professionals.

Method and results

We have conducted semi-structured interviews that revealed reasons for job dissatisfaction related to working conditions, relationship conflicts, therapeutic failure, patient death and lack of recognition. Job satisfaction was linked to the success of the therapy and to the satisfaction/recognition of the patient and his “prayers”; thus, for caregivers the satisfaction of the patient and his “prayers” allowed them to get closer to the divine, a kind of “a divine rapprochement/benefit”, “a protection for them and their family”, they argued thus by insisting on the role of the patient and caring in the Muslim religion.

Discussion

According to the religious texts discussed, the patient is given a “sacred status” since he or she is closed to God. When experiencing patients suffering, or even their distress, these professionals will transpose the sacred into the act of care taking and bind themselves to a higher power to deal with this painful experience, death and finitude. The meaning found through religion/spirituality would thus allow caregivers to find a psychological appeasement and stability and to face existential questions related to their work.

Conclusion

Dealing with existential distress, “religious/spiritual” responses, which originate in the social imagination, allow caregivers to transcend the painful reality, the absurdity and incoherence of daily life and “find meaning”, which is assimilated by several authors to “sublimation”.

This contribution is based on a research-intervention contracted by a team of researchers in social psychology with a local authority. It focuses on the support of public sector workers, declared medically inapt to occupy their current position, during the transition that is redeployment period. The contributions of two theoretical approaches allowing to understand this question are first crossed: existential psychology relative to the life-span career counseling on the one hand, and psychology of the socialization, underlied by the activities of personalization mobilized in the construction of meaning on the other hand. Secondly, these approaches are discussed in the light of the experience of support workshops developed and implemented in the field of this research. These workshops, organized in four sessions, aim to help participants to objectify the questions inherent in this professional transition and to give meaning to their life course and their experience of the situation. The exchanges made it possible for the participants to share views on issues such as the situation of inaptitude, their relationships to work or the redeployment package itself. These workshops give evidence of the possibility of supporting subjects, concerned by ruptures in their life, towards the development of a capacity to act and to transform their environment and highlight the psychosocial effects of a support designed as a social support for the change of professional activities.

Introduction

Interpretative phenomenological analysis (IPA) is a method of qualitative discourse analysis that aims to understand lived experience and the meaning that individuals attribute to it.

Objectives

After describing its theoretical foundations and its methodology, this paper applies this method on a research on the experience of retirement transition which collected 28 interviews. It thus aims to show the interest of this method in understanding the psychological and reflexive processes inherent in periods of life marked by transformations.

Method

Centred on the way in which people imagine their own transformation of identity at retirement age and on the meaning they give to it, the analysis takes into account the adjustments made to daily life, to the relationship with time, and to social relations. This analysis is based on the detailed study of a case, and then compared to five other cases.

Results

The need to make a break, manifested by the extent and form of the transformations given on a daily basis, varies according to the subjects, meaning being attributed not only to the break but also to continuity. A temporal experience marked by a present to be reconfigured and interpersonal relationships deemed meaningful, is, on the other hand, very shared.

Conclusion

By bringing to light the psychological and reflexive processes of the experience of retirement, this study carried out with reference to the IPA can contribute to nourishing the practices of support for retirement, which are tending to develop.

Introduction

As an extension of the counseling program for adults, dedicated to meaning of life and meaning of work, a complementary session called “Developing the meaning of one's life by cultivating one's links with others and social communities” has been created. It is developed under the impetus in particular of formulated research perspectives in which broadening the focus is encouraged, by no longer focusing solely on individuals but also on social groups, collectives and communities.

Objective

The intention is to understand the way through which meaning is developed by way of contact with social interactions and how the development of reflection on social communities makes it possible to enrich the individual in the construction of his identity, his references and of his social integration. This session strives not to reinforce, with the accompaniment to meaning, individualism, excessive self-centeredness, withdrawal into oneself within what is known of the intimate sphere. On the contrary, it strives to promote an awareness of the importance of the link to others, of an openness to otherness which is fundamental in the construction of meaning.

Procedure

The objective of this study is to present the session by considering its processes and its effects in order to provide practicing psychologists and counselors in the field of orientation with an intervention device and operational tools.

Concluding discussion

The scientific and practical implications are discussed in the light of the main results collected during the 2019 experimentation of this session with four communities and its application within five counseling programs validating its contributions for the beneficiaries and for the overall device.

The guidance design for unemployed people in changing career must increasingly take into account their existential concerns about career meaning. The literature about life and work meaning has highlighted the multifactorial complexity of meaning definition and determinants of meaning. This fact does not facilitate their use in counselling design. Bernaud et al. (2020) “Guidance for life and work meaning” device takes into account this problem; it offers many thinking prospects that organize meaning questioning in order to help people who loosed professional and personal markers. By analyzing an application of this device with the multiple cases method, our article examines how a meaning guidance helps unemployed people in giving a new direction of their career. The study of five cases with chronologic analysis unities shows how various meaning dimensions help people to clarify, to enrich and to transform their initial problematic during accompaniment and how they progress with different rhythms to major personal and vocational decisions.

The context of the health crisis has led psychologists working in institutions or in private practice to adapt their working methods to the constraints of confinement, in particular by resorting to distance learning. This exploratory survey aims at documenting this evolution of practices, in collaboration with COVID 19. An online survey was conducted among practitioners, resulting in 397 responses. The questions concerned the use of telepsychology (time, activity), before, during and after the crisis period. While the use of telepsychology was infrequent before the crisis, almost three-quarters of the psychologists used it during the crisis, and slightly less than half thought they would use it afterwards. The amount of time devoted to these practices depends on the tasks and the status of the psychologist. It is more important for administrative tasks and meetings than for treatment, and more often envisaged by freelance psychologists than by employees. Beyond the general findings, taking into account the status and the field of activity allows a picture of the evolutions in progress.

There are many studies exploring the link between meaning and learning. However, none of it examines the link between parental educational practices and the meaning of schooling. Based on a review of the literature, the objective of this article is to test the hypothesis of a link between the educational practices that high school students benefit from and the meanings that they attribute to school. Thus, we assume that educational practices play a predictive role in different processes of elaboration of the meaning of education by high school students (GH). The analysis of the results collected with the help of a measurement instrument consisting of two variables: the PEP – measuring parental educational practices – and the meaning of education (MOE) – measuring the meaning of education – questioning 390 French high school students, confirm our general hypotheses. Furthermore, it appears that a flexible educational practice is associated with a high level of meaning attributed to the school; conversely, a rigid educational practice is associated with a low level of meaning attributed to the school; and finally, a weak educational practice is not associated with an absence of meaning attributed to the school.