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At a time when competition in the workplace is becoming more and more individual, ruthless and widespread, managers are in turn being solicited more personally. That is why the market for psychologically oriented executive coaching is exploding nowadays. This article aims at extracting the main teachings of this change in perspective, in order to pave the way for a methodology of psychoanalytic coaching, that is directly inspired by the work of Jacques Lacan. The objective of this exploratory form of mentorship is to satisfy the explicit needs of the clients, along with their relational expectations and unconscious desir
At a time when competition in the workplace is becoming more and more individual, ruthless and widespread, managers are in turn being solicited more personally. That is why the market for psychologically oriented executive coaching is exploding nowadays. This article aims at extracting the main teachings of this change in perspective, in order to pave the way for a methodology of psychoanalytic coaching, that is directly inspired by the work of Jacques Lacan. The objective of this exploratory form of mentorship is to satisfy the explicit needs of the clients, along with their relational expectations and unconscious desir
Cet article présente les résultats d’une recherche qualitative portant sur l’expérience de sept enseignantes du Nouveau-Brunswick qui ont soupçonné chez des enfants d’âge scolaire un vécu d’abus sexuel et qui ont procédé à un signalement. Les thèmes étudiés sont l’expérience de la détection du problème et la décision de le signaler. Trois aspects de l’expérience sont mis en valeur : le vécu émotif (doute, anxiété, isolement, sentiment d’incompétence et questionnement), l’importance de la relation avec l’enfant et la déception vécue face à la nature du support reçu du milieu.This article presents the results of a qualitative study on the experiences of seven Moncton teachers who suspected that school-age children were being subjected to sexual abuse and reported the abuse. The themes examined are the experience of detecting the problem and the decision to make a report. Three aspects of the experience are emphasized: the emotional experience (doubts, anxiety, isolation, feelings of incompetence, and self-questioning), the importance of the relationship with the child, and disappointment with the nature of support received from the milieu.Este artículo presenta los resultados de una investigación cualitativa basada en la experiencia de siete profesores de Nueva Brunswick que sospecharon entre los niños de edad escolar una vivencia de abuso sexual et procedieron al señalamiento. Los temas estudiados son la experiencia de la detección del problema y la decisión de señalarlo. Tres aspectos de la experiencia sobresalen: la vivencia emotiva (duda, ansiedad, aislamiento, sentimiento de incompetencia e interrogaciones), la importancia de la relación con el niño y la decepción vivida frente al tipo de apoyo recibido del medio.Dieser Artikel enthält die Ergebnisse einer qualitativen Untersuchung über die Berichte von sechs Lehrerinnen in New-Brunswick, die bei schulpflichtigen Kindern sexuellen Missbrauch vermutet und gemeldet haben. Die untersuchten Themen betreffen die Berichte über die Aufdeckung des Problems und über die Entscheidung, es zu melden. Drei Aspekte werden dabei bewertet: Das gefühlsmäßige Erleben (Zweifel, Angstgefühle, Absonderung, Gefühl der Inkompetenz und der Infragestellung), die Bedeutung der Beziehung zum Kind und die Enttäuschung über die aus der schulischen Umgebung erhaltene Unterstützung
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