Réflexions sur une pratique de formation en lien avec des pratiques d'éducation : comment le vécu personnel peut-il fonder une attitude professionnelle ? (notice n° 1593560)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20251228071315.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Debras, Éric |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Réflexions sur une pratique de formation en lien avec des pratiques d'éducation : comment le vécu personnel peut-il fonder une attitude professionnelle ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 13 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméQu’on la nomme relation éducative ou relation d’accompagnement, la relation que l’éducateur spécialisé noue avec le ou les bénéficiaire(s) est une relation de proximité où il se met personnellement en jeu. Cette relation de proximité est un des points d’appui du travail socio-éducatif. C’est aussi le lieu de sa fragilité. Impossible de ne pas investir et se laisser investir dans ce travail. Le premier risque que l’on pointe dans une telle relation est celui de la confusion entre son vécu et celui des bénéficiaires, risque mis en lien avec son investissement personnel dans la relation. À l’autre extrême, la prise de distance professionnelle et le non-investissement personnel dans la relation comportent un autre piège, quand ils conduisent à la perte de contact avec l’autre. Le risque est alors de formater ses interventions d’aide sur des comportements socialement attendus, en ne faisant guère place aux personnes singulières. Nous pensons que, paradoxalement, la construction d’une attitude professionnelle dans la relation d’aide commence par la prise en compte du vécu et des ressentis de l’intervenant. Nous proposons d’expliciter un dispositif de formation utilisable dans les supervisions individuelles ou collectives, qui permet en plusieurs temps à l’étudiant d’élaborer un « juste » positionnement professionnel dans la relation d’aide à autrui. Nous nous arrêterons surtout aux deux premiers temps de ce dispositif, qui font place au vécu et au ressenti personnel de l’étudiant. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Called educative relation or accompaniment relation, the relation between a teacher of children with learning difficulties and the one(s) who benefit(s) from his/her teaching is a proximity relationship in which he/she is personally put into play. Socioeducational work leans on this proximity relationship. But that is at the same time the very place of its fragility. It is impossible not to put a lot into that work and a lot of oneself.The first risk in such a relationship is to confuse one’s own life experience with the one of the people who are taken care of. That risk is linked to the personal investment in the relationship.In the other extreme, professional distance and non-investment in the relationship has another trap when it leads to the loss of contact with the other. The risk is to format one’s help interventions on socially expected behaviours without any place for the individual person.We think that, paradoxically, the building of a professional attitude in the help relationship begins by taking into account the intervener’s life experience and feeling.We propose to clarify a training device which can be used for individual or collective supervisions and which makes it possible for the student to work out in different stages an “appropriate” professional positioning in the help relationship. We will especially take time to explain the first two steps of that device which make space for the student’s life experience and feeling. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cadre méthodologique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | investissement personnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | relation d'aide professionnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | supervision collective |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | vécu |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collective supervision |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | life experience |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | methodological frame |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | personal investment |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional help relationship |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Renard, Emmanuel |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Pensée plurielle | 17 | 1 | 2008-04-01 | p. 45-54 | 1376-0963 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-pensee-plurielle-2008-1-page-45?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-pensee-plurielle-2008-1-page-45?lang=fr&redirect-ssocas=7080</a> |
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