Entre les années 1900 et les années 1940, la notion d’orientation professionnelle est construite à la confluence de trois champs : des patronages et des associations laïcs se préoccupent du placement des adolescents à la fin de l’école primaire ; des responsables éducatifs s’inquiètent de nombre limité d’apprentis ; enfin, les premiers psychologues proposent l’utilisation de tests pour l’affectation de la main-d’œuvre. Les années 1920 sont marquées par la création de nombreux offices. Soutenu par des milieux sociaux et professionnels très différents, le mouvement d’orientation professionnelle se professionnalise progressivement, en partie grâce à la création de l’Institut national d’orientation professionnelle (INOP) et d’associations professionnelles. Les années 1930 constituent un tournant. La montée du chômage et les besoins en main-d’œuvre qualifiée nécessitent une réorganisation du dispositif. / Between the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

This thesis focuses on the acquisition of emotional competence (EC) skills in adults and its impact on well being. The first part of the thesis is dedicated to the definition of EC, including a review of EC in order to better understand and operationalize its main dimensions and correlates. We also present a systematic review of EC intervention studies on adult populations in order to assess their outcomes and make recommendations for the development and implementation of future interventions. We then provide a theoretical and practical framework for emotional competence (EC) based interventions. We describe the main components of an EC intervention, underline the important characteristics of the intervention pedagogy and discuss theoretical and practical implications of this framework.In a second part we investigate whether a sustainable improvement in emotional competencies is possible in adults, and what are the conditions and effects of this improvement on well-being (e.g. on mental and physical health and quality of interpersonal relationships). Results of three empirical studies confirm that EC can be significantly increased following an intervention (and compared to a control group) and that this intervention impacts favourably personal and interpersonal well-being as measured by psychological health, quality of relationship and employability.A last part of the thesis explores the mechanisms underlying this improvement of competencies and well-being. We focus on emotional acceptance, self-compassion, self kindness and behavioural flexibility. Because there was no scale measuring self-compassion or self kindness in French, we validate two scales and assess the relationships between these constructs and well-being.We then examined the possible benefits of emotional acceptance and behavioural flexibility in a randomized controlled study, showing how increasing emotional competence can enhance these change processes and how these processes can, in turn, enhance well-being.This research helps to further elucidate the role of active change processes in EC increase related to the promotion of well-being. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished