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This work examines the impact of taking Psychosocial Risks into account with regard to the management methods of 16 department heads working in the Haut-Rhin region. These impacts are multiple and vary depending on the department head, his relationship with Psychosocial Risks and his intervention context. This work raises points of correlation between the different situations exposed: transfer of skills from the function of social worker to the function of head of service but also the importance of reflective analysis and the conditions that are essential to its existence. [ABSTRACT FROM AUTHOR]

Reflection on professional practices by professionals themselves in collective discussions allows them to improve their understanding of work activities, and to develop reflexivity skills. In the educational field, one challenge is to offer new interpretive frameworks allowing professionals to perceive their activity in a new light and enhance reflection on practices in collective discussion. The goal of this paper is to present a new interpretive framework that can be used to study professional practices that take place through linguistic interactions. This framework includes models, theories, concepts and methodologies taken from language sciences and the psychology of communication. The issue in this paper is to study how this framework contributes to the process of training lawyers and notaries in civil and commercial mediation. The training system uses: (i) the role-play technique, (ii) the results of the analysis of verbal productions voiced during role-play (analysis based on the framework), (iii) a collective discussion consecutive to the role-play and (iv) a discussion in allo-confrontation, during which the results of the analysis are presented. From this study, we can see that the restitution of the results of the role play analysis based on the framework clarifies the communicational activity from viewpoints that are not immediately accessible to the trainees. It also makes it possible to revise dysfunctions/phenomena that have so far gone unnoticed. Above all, it provides conceptual tools for a reflexivity that might be useful in the optimization of professional practice. [ABSTRACT FROM AUTHOR]

This article aims to contribute to research and reflections on the ergonomics-intervention process. It presents and discusses a reflexive method: the reflexive reciprocal interview. This method was used by two ergonomists on a previously conducted research-intervention. This inquiry method provides a retrospective analysis of the actual strategies used by these two ergonomists. It is structured on the basis of collected traces of their activities (emails, minutes of meetings, etc.) coupled with structured reflexive interviews. The data analysis aimed to highlight the ergonomists' activities according to three axes: 1) the strategic axis that refers to how the intervention process and resources were managed, 2) the tactical axis for the construction of the global intervention approach, 3) the operational axis refers to the concrete combination of methods used by the ergonomists. [ABSTRACT FROM AUTHOR]

Our goal is to support the cross-analysis of experience between professionals and researchers, in order to ensure that the experience is constructive when retrieved. Positioning ourselves within the framework of ergonomic psychology's activity analysis, we look at the conditions for accessing a past professional experience and we question the possibility of returning to the meaning attributed to this experience. After studying the contributions and limits of reflexivity- based processes, we present a case study. This case took place during the professional career of an older employee and we endeavour to propose a framework of analysis that serves reflexivity, using the critical incident technique and a co-analysis device that questions cognitive and socio- affective accessibility to lived experience. The main result is, indeed, that access to experience is both possible and desirable, as co-analysis allows certain conditions to be reconfigured in the sense of experience from a development perspective. [ABSTRACT FROM AUTHOR]

This article focuses on patient-handling training courses, based on the concept of "handlingcare" rather than on a biomechanical approach. Such training relies on constructivist pedagogy and integrates simulation with role play as a tool for learning and for the development of professional practices. It gives professionals the chance to build and test procedures without risk to the patient, thus allowing creativity in the care process. The freedom of expression afforded to all involved during the debriefing provides the opportunity to discuss the profession and to raise the issue of professional reality. Not only is the simulation appreciated by caregivers as an interlude in their real work, it is also a useful tool for talking about the action, which is the basis of reflective analysis. These moments of dialogue and debate add meaning to the profession and prove to be a collective construction tool. This educational approach can facilitate the transformation of professional practices and become a source of development for individuals and organisations. [ABSTRACT FROM AUTHOR]

The article presents and discusses a research program that evaluates and supports the initial teacher training reform in France, which began in 2002. Focus is given to the effectiveness of reflective teaching. The authors discuss a novice teacher's (EN) development of classroom activities and teaching methods, teachers reflecting on their teaching experience, and self-confrontation interviews.