Bien que des progrès importants aient été réalisés dans les pays occidentaux, la situation de l'autisme, en Algérie, reste encore difficile à définir. Cette thèse a pour sujet les représentations sociales de l'autisme. Son objectif est d'examiner la façon dont les professionnels des centres médico-psychopédagogiques perçoivent l'autisme et ses prises en charge. Pour cela, nous avons utilisé les concepts de la représentation sociale et de la catégorisation.Les trois études qui composent cette thèse sont complémentaires. La première recherche s'intéresse au repérage des stéréotypes liés à l'autisme chez les psychologues et les éducateurs. La deuxième recherche s'inscrit dans la perspective structurale des représentations sociales, et porte sur l'identification du noyau central et des éléments périphériques liés à la représentation de l'autisme. Les résultats indiquent une correspondance entre les éléments stéréotypés de la première étude et les éléments centraux de la seconde. Globalement, les psychologues accordent plus importance aux déficits interactionnels, alors que les éducateurs sont plus attentifs aux déficits cognitifs. Le but de la troisième recherche est de cerner et de comparer les représentations des prises en charge relatives à l'autisme. Les participants sont : des psychologues et éducateurs médico-sociaux, des psychologues spécialisés dans l'autisme, des parents d'enfants avec autisme, et des psychologues spécialisés de France. Les résultats indiquent des différences entre les psychologues spécialisés et les parents d'une part, et les professionnels médico-sociaux d'autre part. Ces zones de similarités et de distinction sont des pistes à considérer pour améliorer les prises en charge dans les centres édicopsychopédagogiques. / Although the importance progress made in the Western countries, the situation of autism remain still difficult to define in Algeria. This study has as a topic the social representation of the autism. Its aim is to examine the way in which autism is perceived by the professionals of the medico-educational psychology centers as well as their assumptions of responsibility. We used for that the concept of social representations and the process of categorization.The three inquiries that compose this study are additional. The first inquiry is interested in the spotting of the stereotypes linked to the autism among the sychologists and teachers. The second inquiry lie within the structural angle of social representation and it's about the core identification and peripheral component related to the autism representation. The results show a similarity between the stereotyped elements of the first inquiry and the central elements of the second. Overall, the psychologists grant more significance to the interaction defects, whereas the teachers are more attentive with the cognitive defects. The aim of the third inquiry is to encircle and compare the representation of the assumption of responsibility relating to the autism. The participants are: psychologists and medico-social teachers, psychologists specialized in the autism, of the parents of children with autism, and of specialized psychologists from France. The results show differences between the specialized psychologists and parents on the one hand, and the medico-social professionals on the other hand. These zones of similarities and distinction are tracks to regard in order improve the assumptions of responsibility in the medico-educational psychology centers.

The purpose of this study is to investigate what is most important of common race or common ethnicity in the choice of who you want to date. This study highlights how white swedes select and reason about whom one wants to date based on common race and common ethnicity​. Gordon ​Allport's theory of Social categorisation was chosen as a theoretical starting point, based on the purpose of this study. The analysis is based on 20 quantitative surveys and 6 qualitative interviews. The overall data that was collected focused on who you want to date in terms of common race and common ethnicity, but the surveys leaned towards the selection between common race or common ethnicity and the interviews leaned towards the reasoning behind the selection between race and ethnicity. The result shows that the majority of the respondents could consider to date anyone regardless of common race or common ethnicity. But having to choose between common race and common ethnicity, common ethnicity was more important.

The underlying theme that draws together all the chapters presented in this thesis is that surveillance, like any feature of our social world, is not imposed in a vacuum; and that information pertaining to the origin and purpose of surveillance is vital in determining how it will be perceived and evaluated (and how it will then impact on behaviour). The key aims of this thesis are, first, to demonstrate how a social identity approach can account for varying reactions to surveillance originating from different sources; second, to investigate how various contextual features exert their impact, resulting in the disparate perceptions of surveillance that exist in our society; and finally, to demonstrate how the imposition of surveillance can itself impact on the broader social context, including the relationship that is understood to exist between those watching and those being watched. These aims are broken down into ten research questions that are addressed in seven chapters. Chapter 1 reviews the literature on perceptions of surveillance and that on social identity, and attempts to illustrate how they may be theoretically combined, resulting in the advancement of both fields. In Chapter 2, we present two studies which demonstrate a negative relationship between shared identity and the perception of surveillance as an invasion of privacy. This relationship was mediated by perceptions that the purpose of surveillance was to ensure safety. In Chapter 3, two studies demonstrate how level of surveillance moderates followers’ responses to leaders with whom they either share identity, or not. Imposing high surveillance where identity was shared with a leader undermined perceptions of the leader as a team member and affected willingness to work for the group, reducing levels to that of leaders without a shared identity. Chapter 4 presents a study that aimed to investigate the role of social identity and surveillance in affecting both discretionary behaviour and task performance. High surveillance led to higher productivity on a task, but this was associated with lower quality of work. Additionally, when identity was shared with the person in charge, helping this person was detrimentally affected by high, as opposed to low, surveillance; whereas no such differences were found where identity was not shared. Chapter 5 presents two studies which showed that framing surveillance as targeting the in-group led to outcomes such as increased privacy invasion, lower acceptability of surveillance, and reduced levels of trust in the implementers of surveillance, as compared to when surveillance was framed as targeting an out-group. However, a third study failed to replicate these results. In Chapter 6, we address how level of threat in the environment can affect evaluations of surveillance. Two studies showed that high levels of threat led to surveillance being seen as less privacy-invading, more necessary, and as having a safety purpose. Finally, in Chapter 7, we review and integrate our findings, discuss the limitations of the research, and consider the implications it has, both theoretically and practically. We conclude that, overall, the findings presented in this thesis support the notion that the source of surveillance and the perceived purpose for it are integral to the perception and interpretation of the surveillance.

To categorise people is by society viewed as a basic cognitive process. The process is described to occur frequently. The purpose of this study was to investigate teachers experience and views concerning the categorization "we and them", and its relationship to the education of religion. The study aims to explore how the categorisation is expressed and valued. The study also aims to investigate the relationship between the teaching and the student groups heterogeneity/homogeneity, but also the relationship between the categorisation and the teaching. The data was conducted true semi-structured interviews with experienced teachers. The results of the study showed that "we and them" exist in the education of religion. The results of the study did not show an unambiguous perception of how the categorisation is expressed and viewed. The result also showed that the heterogeneity, alternatively homogeneity, of the student groups affects the education. The result also showed that the categorisation is affected by the heterogeneity or homogeneity, of the student groups. / Att kategorisera människor betraktas i den samtida kontexten som en av människans grundläggande kognitiva processer. Kategoriseringen och därmed indelning av människor är en ständigt pågående process. Syftet med denna studie är där av att undersöka i vilken utsträckning kategoriseringen av ett "vi" tillika ett "dom" är påtaglig i dagens religionsundervisning. Studien ämnar att undersöka religionslärares erfarenheter och åsikter kring en eventuell kategorisering av "vi och dom " i religionsundervisningen. Studien syftar till att undersöka hur en eventuell kategorisering av "vi och dom" yttrar sig och hur kategoriseringen värderas. Tillika syftar studien till att undersöka hur religionsundervisningen påverkas om elevgruppen är heterogen alternativt homogen, samt vilken betydelse heterogena-/homogena elevgrupper spelar för den eventuella kategoriseringen. Empirin erhölls genom semistrukturerade intervjuer med erfarna religionslärare. Studiens resultat visade att kategoriseringen "vi och dom" existerar i religionsundervisningen. Resultatet visade inte på någon entydig uppfattning rörande hur kategoriseringen yttrar sig tillika värderas. Vidare visade resultatet att religionsundervisningen påverkas utifrån elevgruppens heterogenitet alternativt homogenitet. Resultatet visade tillika att kategoriseringen "vi och dom" yttrar sig på olika vis, beroende på om religionsundervisningen bedrivs i en heterogen- eller en homogen elevgrupp.

L’augmentation des populations de loups provoque des conflits dus aux interactions de l'espèce avec les activités économiques rurales (pastoralisme et agriculture). Ces conflits impliquent des acteurs issus de l’économie rurale, de la chasse, de l’écologie ou encore de la politique. Le loup a un statut législatif différent qui induit une protection stricte, mais sa gestion fait l'objet de dérogation conduisant à la mise en place de tirs ponctuels sur des animaux. L'espère tend, dans les débats à être considérés comme nuisibles. L’objectif de la thèse est d’identifier l’influence que peut avoir le statut législatif de l’espèce sur les procédés argumentatif utilisés dans les débats, et sur les discours médiatiques consacrés à ces débats. / The thesis focuses on the representation of controversies involving wolves in the french media, at a national and regional level.

The principal aim of this doctoral research has been to investigate whether various popular methods of emotion elicitation perform differently in terms of self-reported participant affect - and if so, whether any of them is better able to mimic real-life emotional situations. A secondary goal has been to understand how continuous affect can be classified into discrete categories - whether by using clustering algorithms, or resorting to human participants for creating the classifications. A variety of research directions subserved these main goals: firstly, developing data-driven strategies for selecting 'appropriate' stimuli, and matching them across various stimulus modalities (i.e., words, sounds, images,films and virtual environments / VEs); secondly, comparing the chosen modalities on various self-report measures (with VEs assessed both with and without a head-mounted display / HMD); thirdly, comparing how humans classify emotional information vs. a clustering algorithm; and finally, comparing all five lab-based stimulus modalities to emotional data collected via an experience sampling phone app. Findings / outputs discussed will include a matched database of stimuli geared towards lab use, how the choice of stimulus modality may affect research results, the links (or discrepancies) between human and machine classification of emotional information, as well as range restriction affecting lab stimuli relative to `real-life' emotional phenomena.

La présente recherche se situe dans une approche ethnographique du terrain orientée vers une approche interactionnelle, à partir de données audio-visuelles recueillies pendant trois ans, constituant un corpus assez riche pour documenter l’objet empirique sur lequel elle porte : préparation, entrainement et véritable entretien d’embauche. Il s’agit ainsi d’analyser les pratiques langagières structurées à la fois par, pour et dans leur contexte de production, plutôt que leur discours ou bien les représentations ou les attentes normatives qui s’en dégagent. Je développe des exemples d’analyse qui nourrissent des réflexions sur les pratiques d’apprentissage mises en œuvre durant la formation au français à visée professionnelle au sein d’une association parisienne dont une des activités aide les migrants à préparer les entretiens d’embauche. Le terrain ainsi conçu est approfondi à travers l’attention que je porte au lien réflexif entre ses différentes composantes : préparation, simulation et entretiens réels. Le but là, est d’observer l’écart entre le modèle (simulation) et les vrais entretiens d’embauche, de comprendre l’évolution de la figure du recruteur d’un entretien à l’autre, et de caractériser les solutions que les participants co-construisent. Ce faisant, ce travail de recherche ouvre un espace d’intersection entre une activité associative de formation des migrants, la rencontre de ceux-ci avec des employeurs et le regard universitaire sur ces faits. Le produit de cette intersection est analysé de façon à documenter l’écart entre les attentes du recruteur et les réponses des candidats dans un terrain peu exploré jusqu’à présent : celui d’un monde solidaire. / Based on three years’ worth of audio-visual recordings, the research presented in this paper represents a rich corpus of ethnographic fieldwork oriented towards an interactional approach. This research therefore documents the very empirical object which it seeks to interrogate: the job interview (including preparation and training job interviews, as well as actual interviews). The research presented here analyses language practices that are structured by, for and in their context of production, rather than by any discourses, cultural preconceptions or expectations we might have about job interviews themselves. In the research I develop examples which shed light on learning practices employed by one Parisian organisation which assists migrants to prepare for a professional life in France. Further, the analyses I propose are deepened through the focus I bring to bear on the reflexive link between the three different components: interview preparation, mock job interviews and real interviews. The aim here is to observe the ‘gap’ between the model (i.e. the simulation) and real job interviews, to understand the evolution of the figure of the recruiter from one interview to another, and also to identify solutions that participants co-construct. In doing so, this research opens a line of enquiry into the intersection between community level training of migrants, their encounters with employers and the academic take on these facts. The product of this intersection is analysed in such a way as to document the gap between the expectations of recruiters and the responses of candidates in a field that has been little explored until now: the world of social activism.

Cross-functional teams are becoming increasingly common in organisations. However, a large proportion of these teams fail to meet their full potential as social and productive units. The present research was conducted under the assumption that a cross-functional team involves simultaneous intragroup and intergroup contact. The failure of cross-functional teams often involves the neglect of normal social psychological processes that occur in intergroup contexts that may potentially be employed to increase the likelihood of success with cross-functional teams. The social identity theory approach to intergroup relations was used to formulate two identity management strategies intended to improve the functioning of a cross-functional team. One strategy involved social interaction within an intragroup social frame. The intragroup aspect was apparent in that there was no outgroup present, with participants operating at the intergroup level of psychological processing after exposure to (successful) pre-task manipulations intended to facilitate acceptance of the task group social identity. The intragroup identity management process required increasing pre-task salience of the task group social identity, absence of any outgroup, wearing a team uniform, and performance of an intellectually challenging problem solving as a group. A second identity management process was based in an intergroup social frame. The intergroup procedure involved pre-task manipulation of social identity, wearing of a team uniform, and performance of a physically and intellectually involving problem solving task in a competitive intergroup social frame. Two separate studies were performed. In Study one, 110 university students were randomly assigned to 'mono-functional' teams (teams with no obvious basis for internal intergroup differentiation). The relative efficacy of either of the two identity management processes was assessed with regards to changes in social identity, subjective uncertainty, conceptualisation of the aggregate, similarity, heterogeneity, effort, and trust. Pre-post within groups differences were analysed Improving functioning of cross-functional teams by repeated measures ANOVA. Between groups differences were analysed with ANCOVA. The results indicated both identity management strategies resulted in improved team functioning. In general, neither strategy was notably superior to the other, however there was less subjective uncertainty reported by participants from the intragroup condition than those from the intergroup condition due to the effect of losing the competition. Participants from losing teams also became more aware of 'subgroups within the single group' than those from the intragroup condition. Participants from the intergroup condition were less likely to think of themselves as separate individuals than participants from the intragroup condition. The social identity theory approach to intergroup relations was useful for interpreting the results as well as developing the two strategies which suggests SIT/SCT provide a potentially useful conceptual base from which to develop team building processes in mono-functional teams. In study 2, 110 university students were assigned to cross-functional teams (composite task groups containing three academic subgroups). The identity management processes used in Study one were extended by drawing participant attention to the presence of subgroups within the cross-functional teams. The intragroup process involved pre-task manipulation of social identity, wearing uniforms which denoted both task group and subgroup membership, and performance of an intellectually challenging problem solving task which was performed with out an outgroup present. The intergroup identity management strategy involved pre-task manipulation of social identity, performance of a physically and intellectually involving problem solving task requiring integration of subgroup knowledge and inter-functional cooperation within a competitive intergroup context. As in the intragroup condition, participants were made aware of the social complexity of the task group through their uniforms. Participants responded differently to the two identity management processes, with the intergroup strategy proving more beneficial than the intragroup strategy. The intragroup process was marked by non-significant pre-post differences, indicating neither Improving functioning of cross-functional teams a marked improvement nor decline in group functioning. In contrast, participants from the intergroup condition reported results indicating increased post-task self-definition with the cross-functional team, increased trust, and higher effort. Losing the competition did not impact on post-task levels of any dependent variable with the exception of subjective uncertainty, where 'winners' reported less uncertainty than 'losers'. The intergroup condition gave rise to the most potential perceived 'distinctiveness threat'; however there was no sign of any threat across the array of dependent variables. Therefore it can be suggested that the intergroup identity management strategy provided some protection to the cross-functional team from the negative impact of inter-functional distinctiveness threat. All results could be explained with recourse to the concepts of SIT/SCT which suggests social identity theory has utility for interpreting results as well as developing team building processes in cross-functional teams. Future research in cross-functional team settings would benefit from the development of comprehensive measures of uncertainty, status, and heterogeneity with item content drawn from social identity and self-categorisation theories.

When Sweden was hit by the massunemployment of the 1920s the preferred way of distributing the help to the unemployed was to engage them in publicly financed and run relief works. This dissertation investigates why the work approach made such a strong imprint on the Swedish unemployment policy. It also analyses why the work approach, viewed as a social political measure, to understand how it structured national, local and individual conditions. In previous research there has been a tendancy to treat the work approach as the only natural way to handle unemployment. A comparison with the British case has shown that there clearly existed other ways of dealing with the problem of unemployment, and hence that the work approach should be viewed as a deliberate chiose. The study has also shown that existing institutional arrangements do not in any binding way stake out the course for future policies, and that the conditions for adopting the work approach was not any more favourable in Sweden than in Britain. The explanation suggested here is that the unemployed was looked upon with greater mistrust in Sweden than in Britain. The study shows that the work approach was designed to enforce norms and values connected to work ethics, self-support and gender. To enforce the norm of self-support it both discouraged people from seeking help, with low wges and strict conditions, and by putting them to work if they did. To enforce the norm of the male breadwinner the relief jobs were reserved mainly for male breadwinners, and women were excluded from the eligibility to appaly for unemployment support. In spite of the National Unemployment Commission's rather stron hold over the work approach, much of the implementation was left to the local authorities. This rendered them a certain amount of freedom of action, which put them in a difficult position. The local authorities had to balance long term economic goals and short term immediate needs, they had to carefully weigh the interests of different preassure groups against national, local and individual interests. Despite the powers of the Commission it was very much up to each local council to decide what the experiences of the unemployed would be. People were, by the unemployment authorities, assigned to three main categories: unemployed deemed undeserving, those on cash support and the relief workers. Creating different categories meant that the unemployed were split up, and made it very difficult to organise the unemployed to a powerful opponent to the authorities. The dissertation has shown that the social dimension is important in addition to the economical and political if you want to understand the choice and effekts of the work approach. It has also shown that it was a choice made in spite of prevailing conditions. Finally it suggests that the creation of the work approach was the really ground breaking move in the unemployment policies of the inter.war period, and that the "new" policy of the 1930s, with relief salaries paid according to negotiated rates, was rather a minor revision of the existing polcy. The main reason for the relief works in 1930s, as well as in teh 1920s, was to test the willingness to work. the aim of the work approach was to get the unemployed to take a job at any cost, and the primary method to achieve thi goal was to put the unemployed to work - at any cost.

Different kinds of cultural studies can be used in order to learn more about disability, social policies, attitudes and citizenship. The purpose of this study is to outline some aspects of disability and Swedish society during the 19th century. The ambition is to analyse the issue of the integration of the deaf-mutes and the blind. How did politicians and educators motivate the establishment of compulsory schooling? How was the issue of correction of the body treated? How did they deal with the situation on the labour market? What kind of compensation was contemporary society willing to support? Social policies in the past are likely to be described in terms of control, repression and barriers. This study looks at disability from a more anthropological view which implies the use of hermeneutics, seeking to identify the agent’s own understanding of a problem in order to learn more about how social categorisation and citizenship are integrated and how they change. The use of original sources, such as records from the Swedish parliament and conferences held by experts as well as periodicals, makes this kind of approach possible. This thesis argues that disability must be understood as something that is constantly in the arena of a more dialectical struggle where a number of visions and interests have melted together. In the course of state interventionism and growing social justice, citizenship and disability to a greater extent became a question of honour. Being granted certain rights meant that the individual had passed the test and was now sanctioned as disabled, one who deserved the right to rights. This transition promoted a growing group consciousness. A more dialectical approach perforates the border between social control and humanity since they were not always mutually exclusive.