Learning outcomes

Students will be able to adapt their behaviour, approaches and support systems on the basis of analyses of the relational climate and interactional configurations.

Goals

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.

Content

Self-esteem, emotional management and support
Relationships between the various players involved in support
Group dynamics; collective intelligence/competence; survey groups

Assessment method

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

 

  • Description of the support sequence or system : 2

    

  • Analysis question : 2

    

  • Presentation of analysis frameworks : 4

    

  • Analysis : 5

    

  • Link between question and analysis :3

    

  • Depth of analysis added value : 3

    

  • Status of the information : 1



 

Sources, references and any support material

Boucenna, S. (2012). Questions, issues and dilemmas of a coach in a context of innovation. In E. Charlier & S. Biémar (Eds.), Accompagner : un agir professionnel (pp. 77-90). Brussels: De Boeck.

Boucenna, S. (2017a). Accompaniment: symmetry in asymmetries? Phronesis, 6(4), 60-70. doi:10.7202/1043981a

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.

Boucenna, S., & Charlier, E. (2018). What to do with emotions in training? In S. Boucenna, E. Charlier, A. Perréard-Vité, & R. Wittorski (Eds.), L'accompagnement et l'analyse des pratiques professionnelles : des vecteurs de professionnalisation (pp. 21-39). Toulouse: Octares.

Cosmides, L. & Tooby, J. (1987). From evolution to behavior: Evolutionary psychology as missing link. In J. Dupre (Ed.), The latest on the best: Essays on evolution ad optimality. Cambridge, MA: MIT Press.

Cosmides, L. & Tooby, J. (2000). Evolutionary psychology and emotions. In M. Lewis & J.-M. Haviland-Jones (Eds.), Handbook of Emotions (pp. 91-115). New York : Guilford Press.

Cosnier, J. (1982). Communications et langages gestuels. In J. Cosnier, J. Coulon, A. Berrendonner & C. Kerbrat-Orecchioni (Eds.). Les voies du langage, communications verbales, gestuelles et animales (pp. 255-304). Paris: Dunod.

Cosnier, J. (1994). Psychologie des émotions et des sentiments. Paris: Nathan-Retz.

Damasio, A.-R. (1995/2010). L'erreur de Descartes. Paris: Odile Jacob.

Damasio, A.-R. (2010). The other myself. The new maps of the brain, consciousness and emotions. Paris: Odile Jacob.

Dan Glauser, E. (2009). Subjective feeling. Integration and central conscious representation of emotional components. In D. Sander & K.-R. Scherer (Eds.). Traité de psychologie des émotions (pp. 223-253). Paris : Dunod.

Dewey, J. (1934/2010). Art as experience. Paris: Gallimard.

Dumouchel, P. (1992). Émotions, essai sur le corps et le social. Le Plessis-Robinson: Institut Synthélabo pour le progrès de la connaissance, Collection Les empêcheurs de penser en rond.

Elias, N. (1969/1973). La civilisation des moeurs. Paris: Calmann-Lévy.

Elias, N. (1985/1998). La solitude des mourants. Paris: Christian Bourgeois Éditeur.

Frijda, N.-H. (1986). The emotions. Cambridge: Cambridge University Press.

Harré, R. (1986). The social construction of emotion. Oxford: Blackwell.

Hochschild, A.-R. (1979). Emotion work, feeling rules and social structure, American Journal of sociology (pp. 551-575), 85(3).

Hochschild, A.-R. (2003). Emotional work, feeling rules and social structure. Travailler (pp. 19-49), n° 9.

Keltner, D. & Gross, J.-J. (1999). Functionalist accounts of emotion. Cognition and emotion (pp. 467-480), 13.

Kleinginna, P.-R. & Kleinginna, A.-M. (1981). A categorized of emotion definitions, with suggestions for a consensual definition, Motivation and Emotion (pp. 345-379), 5.

Lazarus, R.-S. (1966). Psychological stress and coping process. New York: McGraw Hill.

Lazarus, R.-S. (1991). Emotion and adaptation. New York: Oxford University Press.

Le Breton, D. (1998/2004). Ordinary passions. Anthropologie des émotions. Paris: Petite bibliothèque Payot.

Livet, P. (2002a). Émotions et rationalité morale. Paris: Presses universitaires de France.

Lordon, F. (2013). La société des affects. Pour un structuralisme des passions. Paris: Seuil.

Mac Lean, P.-D. (1993). Cerebral evolution of emotion. In M. Lewis & J.-M. Haviland-Jones (Eds.), Handbook of emotions (pp. 67-87). New York: Guilford Press.

Niedenthal, P.-M., Krauth-Gruber, S. & Ric, F. (2008). Understanding emotions. Cognitive and psychosocial perspectives. Wavre (Belgium): Mardaga.

Pham Quang, L. (2017). Emotions and learning. Paris: L'Harmattan.

Rimé, B. (2005). Le partage social des émotions. Paris: Presses universitaires de France.

Sander, D. & Scherer, K.-R. (2009). Traité de psychologie des émotions. Paris: Dunod.

Sartre, J.-P. (1939/1995). Outline of a theory of emotions. Paris: Hermann.

Language of instruction

Français