{"id":28508,"date":"2012-12-19T11:27:53","date_gmt":"2012-12-19T16:27:53","guid":{"rendered":"http:\/\/ceric.ca\/?p=28508"},"modified":"2018-06-26T16:37:51","modified_gmt":"2018-06-26T20:37:51","slug":"le-hasard-en-orientation-est-ce-pertinent-ou-non","status":"publish","type":"post","link":"https:\/\/ceric.ca\/fr\/2012\/12\/le-hasard-en-orientation-est-ce-pertinent-ou-non\/","title":{"rendered":"Le hasard en orientation, est-ce pertinent ou non?"},"content":{"rendered":"

par Ilia Essopos<\/em><\/p>\n

La soci\u00e9t\u00e9 occidentale repose sur la rationalit\u00e9, la logique hypoth\u00e9tico-d\u00e9ductive et la dualit\u00e9. L\u2019intuition et la globalit\u00e9, pr\u00e9sentes dans la soci\u00e9t\u00e9 orientale, nous sont presque \u00e9trang\u00e8res comme mode d\u2019appr\u00e9hension des \u00e9v\u00e9nements. Cette lecture de la r\u00e9alit\u00e9 se refl\u00e8te dans les th\u00e9ories de d\u00e9veloppement vocationnel. En effet, en orientation, les processus menant au choix, \u00e0 la d\u00e9termination d\u2019une orientation sont, pour la plupart, lin\u00e9aires. Les th\u00e9ories de Holland (1964, 1973) de Ginzberg, Ginsburg, Axelrad et Herma (1951), de Super (1953) et Tiedeman et O\u2019Hara (1963), sont des exemples de th\u00e9ories lin\u00e9aires et causales. D\u2019autre part, certains auteurs, tels que Albert Bandura (1982), Miller (1983), Krumboltz (1998), Williams et al. (1998) et Mitchell, Levin et Krumboltz (1999), pour ne citer que ceux-l\u00e0, semblent avoir emprunt\u00e9 la voie de la causalit\u00e9, s\u2019apparentant aux \u00e9v\u00e9nements impr\u00e9vus porteurs de sens. Les \u00e9v\u00e9nements impr\u00e9vus porteurs de sens font office de concept rassembleur et chapeautent les \u00e9v\u00e9nements fortuits, la synchronicit\u00e9, le hasard, la co\u00efncidence, l’incident critique, le destin, le \u00ab happenstance<\/em> \u00bb, la s\u00e9rendipit\u00e9 et l\u2019opportunisme vocationnel. Quelles sont les retomb\u00e9es possibles en d\u00e9veloppement de carri\u00e8re? L\u2019int\u00e9gration du traitement de ces ph\u00e9nom\u00e8nes dans la pratique des conseillers d\u2019orientation repr\u00e9sente une voie d\u2019avenir pour la profession.<\/p>\n

Or, bien que des \u00e9v\u00e9nements impr\u00e9vus se produisent r\u00e9guli\u00e8rement dans la vie de chaque personne, tous ne sont pas enclins \u00e0 les remarquer, \u00e0 leur pr\u00eater attention et \u00e0 leur donner une signification. En d\u00e9veloppement de carri\u00e8re, beaucoup d\u2019efforts sont faits pour restreindre les facteurs li\u00e9s au hasard dans le parcours des gens. Toutefois, le hasard est in\u00e9vitable et joue un r\u00f4le important dans les d\u00e9cisions de carri\u00e8re. Ces d\u00e9cisions r\u00e9sultent d\u2019une combinaison de planification et de hasard. Le \u00ab timing \u00bb et le contexte des \u00e9v\u00e9nements fortuits par rapport au d\u00e9veloppement de l’individu sont cruciaux (Cabral et Salomone, 1990).<\/p>\n

Cons\u00e9quemment, les conseillers ont un r\u00f4le \u00e0 jouer dans un mod\u00e8le de counseling reconnaissant les influences du hasard dans le processus de d\u00e9cision vocationnel, que ce soit en qualit\u00e9 de \u00ab supportive coach <\/em>\u00bb (Guindon et Hanna, 1998) ou en aidant les clients \u00e0 apprendre \u00e0 tol\u00e9rer l\u2019ambigu\u00eft\u00e9 et \u00e0 d\u00e9velopper une attitude exploratoire (Blustein, 1997). \u00c0 cet effet, la \u00ab Planned happenstance theory <\/em>\u00bb propose d’aider les clients \u00e0 d\u00e9velopper des habilet\u00e9s permettant de reconna\u00eetre, cr\u00e9er et employer les hasards signifiants comme opportunit\u00e9s de carri\u00e8re, soit : la curiosit\u00e9, la persistance, la flexibilit\u00e9, l’optimisme et la prise de risques (Mitchell, Levin et Krumboltz, 1999). La restructuration cognitive aide \u00e9galement les clients \u00e0 interpr\u00e9ter les \u00e9v\u00e9nements de fa\u00e7on alternative. Ce recadrage permet d’envisager des interruptions non pr\u00e9vues comme des occasions d\u2019apprentissage plut\u00f4t que comme des contrari\u00e9t\u00e9s \u00e0 supporter. Les conseillers peuvent aider les clients \u00e0 recentrer leurs buts afin d’en faciliter la progression, de m\u00eame qu’en encourageant les clients \u00e0 noter les \u00e9v\u00e9nements impr\u00e9vus et en les aidant \u00e0 dresser un plan pour r\u00e9pondre aux opportunit\u00e9s (Mitchell, Levin et Krumboltz, 1998). Discuter des hasards signifiants, r\u00e9aliser des exercices explorant les variables en jeu lors des prises de d\u00e9cision des derni\u00e8res ann\u00e9es (dont les hasards signifiants et les rencontres fortuites) peut \u00e9galement servir de tremplin (Miller, 1983).<\/p>\n

En terminant, cette facilit\u00e9 \u00e0 implanter des d\u00e9cisions apport\u00e9es par les \u00e9v\u00e9nements impr\u00e9vus porteurs de sens pourrait guider les gens vers de nouvelles avenues (Guindon et Hanna, 2002). Apr\u00e8s tout, la chance favorise les esprits pr\u00e9par\u00e9s, comme le disait Louis Pasteur.<\/em><\/strong><\/p>\n

\n

Ilia Essopos<\/strong> est conseill\u00e8re d’orientation en pratique priv\u00e9e, membre de l’Ordre des conseillers et conseill\u00e8res d’orientation du Qu\u00e9bec. Elle est \u00e9galement charg\u00e9e de cours \u00e0 la Facult\u00e9 des sciences de l’\u00e9ducation de l’Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al, o\u00f9 elle enseigne dans les programmes de d\u00e9veloppement de carri\u00e8re et d’enseignement en formation professionnelle et technique. Elle y a d’ailleurs \u00e9t\u00e9 laur\u00e9ate du Prix d’excellence en enseignement 2011, volet charg\u00e9(e) de cours. En qualit\u00e9 de doctorante, elle r\u00e9dige une th\u00e8se portant sur le maintien et le changement de programme au coll\u00e9gial en fonction de la structure identitaire. De plus, pour l’OCCOQ, elle a r\u00e9dig\u00e9 des capsules d’information sur l’importance de la reconnaissance, du soutien, de l’\u00e9coute des parents sur l’orientation de leurs enfants et s’est investie comme recherchiste dans l’\u00e9mission radio hebdomadaire <\/em>Choisir sa vie.<\/em><\/p>\n

\n

R\u00e9f\u00e9rences<\/strong>:<\/h4>\n

Bandura, Albert (1982).\u00ab The Psychology of Chance Encounters and Life Paths \u00bb, American Psychologist<\/em>, vol. 37, no 7 (juillet), p. 747-755.<\/p>\n

Blustein, D. L. (1997). \u00ab A context-rich perspective of career exploration across the life role \u00bb, The Career Development Quarterly<\/em>, no 45, p. 260-274.<\/p>\n

Cabral, Albert C. et Paul R. Salomone (1990). \u00ab Chance and Careers : Normative Versus Contextual Development \u00bb. The Career Development Quarterly<\/em>, vol. 39, no 1 (septembre), p. 5-17.<\/p>\n

Guindon, Mary H. et Fred J. Hanna (2002). \u00ab Coincidence, Happenstance, Serendipity, Fate, or the Hand of God: Case Studies in Synchronicity \u00bb, The Career Development Quarterly<\/em>, vol. 50, no 3 (mars), p. 195-208.<\/p>\n

Krumboltz, John D. (1998), \u00ab Serendipity Is Not Serendipitous \u00bb, Journal of Counseling Psychology<\/em>, vol. 45, no 4 (octobre), p. 390-392.<\/p>\n

Miller, Mark J. (1983), \u00ab The Role of Happenstance in Career Choice \u00bb. The Vocational Guidance Quarterly<\/em>, vol.32, no 1 (septembre), p.16-20.<\/p>\n

Mitchell, Kathleen E., Al S. Levin et John D. Krumboltz (1999). \u00ab Planned Happenstance: Constructing Unexpected Career Opportunities \u00bb. Journal of Counseling and Development<\/em>, vol. 77, no 2 (printemps), p. 115-124.<\/p>\n

Nutt Williams, Elizabeth, Elvie Soeprapto, Kathy Like, Pegah Touradji, Shirley Hess et Clara E. Hill (1998), \u00ab Perceptions of Serendipity: Career Paths of Prominent Academic Women in Counseling Psychology \u00bb, Journal of Counseling Psychology<\/em>, vol. 45, no 4 (octobre), p. 379-389.<\/p>\n","protected":false},"excerpt":{"rendered":"

par Ilia Essopos La soci\u00e9t\u00e9 occidentale repose sur la rationalit\u00e9, la logique hypoth\u00e9tico-d\u00e9ductive et la dualit\u00e9. L\u2019intuition et la globalit\u00e9, pr\u00e9sentes dans la soci\u00e9t\u00e9 orientale, nous [\u2026]<\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"h5ap_radio_sources":[],"footnotes":""},"categories":[549,727,542],"tags":[],"class_list":["post-28508","post","type-post","status-publish","format-standard","hentry","category-automne-2011","category-f11-fr-article-de-fond","category-le-bulletin"],"yoast_head":"\nLe hasard en orientation, est-ce pertinent ou non? - CERIC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ceric.ca\/fr\/2012\/12\/le-hasard-en-orientation-est-ce-pertinent-ou-non\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Le hasard en orientation, est-ce pertinent ou non?\" \/>\n<meta property=\"og:description\" content=\"par Ilia Essopos La soci\u00e9t\u00e9 occidentale repose sur la rationalit\u00e9, la logique hypoth\u00e9tico-d\u00e9ductive et la dualit\u00e9. 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