Students will be able to adapt their behaviour, approaches and support systems on the basis of analyses of the relational climate and interactional configurations.
Target skills
Integrating support into a management approach
Integrate the ethical and deontological dimensions of coaching by grasping the individual, relational and organisational issues at stake.
Objectives
To be able to identify the emotional and relational processes at play in a professional situation, particularly in the context of a coaching relationship.
Know how to adapt interactions and adapt the environment to optimise the products of the support relationship.
Self-esteem, emotional management and support
Relationships between the various players involved in support
Group dynamics; collective intelligence/competence; survey groups
Analysis of a case study. Students will be asked to :
Choose a support sequence or system and describe it
Ask an analytical question (an invitation to understand a relational phenomenon in support and, more specifically, the intervention of the support worker).
Present the analysis grid produced from the chosen analysis framework.
Produce an analysis proposing an understanding of the relational dimension in the light of one of the analysis grids proposed in the course.
Propose a critical analysis of the sequence
Evaluation grid and criteria
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Boucenna, s. (2017b). Thinking about psychological safety: a lever to support learning? In A. Jorro, F. Merhan, & J.-M. De Ketele (Eds.), Les apprentissages professionnels accompagnés. Bruxelles De Boeck.
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| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Master de spécialisation en accompagnement des professionnels de l'éducation, du management, de la santé et de l'action sociale | Standard | 0 | 3 | |
| Master de spécialisation en accompagnement des professionnels de l'éducation, du management, de la santé et de l'action sociale | Standard | 1 | 3 |