Relational dimensions of supportRelational dimensions of support [FACCM307]
- 3 credits
- 21h
- 2nd quarter
Language of instruction: French / FrançaisTeacher: Boucenna Sephora
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.
Objectives
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
Teaching methods
Simulation situations and role plays.
Conceptual input in the form of presentations by the students.
Analysis of situations experienced in situ or in professional contexts.
Evaluations
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
Recommended readings
Boucenna, S. (2012). Questions, enjeux et dilemmes d'une accompagnatrice dans un contexte d'innovation. In E. Charlier & S. Biémar (Eds.), Accompagner : un agir professionnel (pp. 77-90). Bruxelles: De Boeck.
Boucenna, S. (2017a). L’accompagnement : symétrie dans les asymétries ? Phronesis, 6(4), 60-70. doi:10.7202/1043981a
Boucenna, s. (2017b). Penser la sécurité psychologique : un levier pour accompagner les apprentissages ? In A. Jorro, F. Merhan, & J.-M. De Ketele (Eds.), Les apprentissages professionnels accompagnés. Bruxelles De Boeck.
Boucenna, S., & Charlier, E. (2018). Que faire des émotions en formation? 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.
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Pham Quang, L. (2017). Émotions et apprentissages. Paris : L’Harmattan.
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