{"id":41773,"date":"2020-10-06T15:29:01","date_gmt":"2020-10-06T19:29:01","guid":{"rendered":"https:\/\/ceric.ca\/?p=41773"},"modified":"2020-11-10T10:57:13","modified_gmt":"2020-11-10T15:57:13","slug":"le-potentiel-de-la-mindfulness-en-developpement-de-carriere","status":"publish","type":"post","link":"https:\/\/ceric.ca\/fr\/2020\/10\/le-potentiel-de-la-mindfulness-en-developpement-de-carriere\/","title":{"rendered":"Le potentiel de la mindfulness en d\u00e9veloppement de carri\u00e8re"},"content":{"rendered":"<h5><em><strong>Un outil flexible permettant aux individus de se connecter \u00e0 leurs int\u00e9r\u00eats et \u00e0 leurs valeurs<\/strong><\/em><\/h5>\n<p>Gabrielle Beaupr\u00e9 et Genevi\u00e8ve Taylor<\/p>\n<p><img decoding=\"async\" class=\"alignright wp-image-41769 size-full\" src=\"https:\/\/ceric.ca\/wp-content\/uploads\/2020\/09\/careering-two-author.jpg\" alt=\"author headshots\" width=\"300\" height=\"150\" \/>Maya vient d\u2019entamer sa deuxi\u00e8me session comme \u00e9tudiante au baccalaur\u00e9at en comptabilit\u00e9. Elle est d\u00e9\u00e7ue de ses r\u00e9sultats scolaires et elle commence \u00e0 douter de son choix de carri\u00e8re. Elle se demande si elle sera assez performante pour \u00e9ventuellement obtenir le titre professionnel qu\u2019elle visait initialement. Elle s\u2019inqui\u00e8te beaucoup et ressasse souvent des pens\u00e9es n\u00e9gatives. Depuis peu, elle \u00e9prouve des difficult\u00e9s de sommeil et de concentration et ne voit plus ses amis autant qu\u2019avant. Finalement, elle manque d\u2019\u00e9nergie pour toutes ses activit\u00e9s, incluant ses \u00e9tudes et son travail \u00e0 temps partiel.<\/p>\n<p>Cette situation illustre bien les enjeux de sant\u00e9 psychologique pr\u00e9sents chez les \u00e9tudiants universitaires, alors que la proportion d\u2019\u00e9tudiants vivant du stress, de l\u2019anxi\u00e9t\u00e9 et de la d\u00e9tresse \u00e9motionnelle ne cesse d\u2019augmenter (UEQ, 2019). \u00c0 cela s\u2019ajoutent les questionnements li\u00e9s \u00e0 la carri\u00e8re, au choix de programme ou au cheminement professionnel, fr\u00e9quents chez la population \u00e9tudiante. Les r\u00e9sultats d\u2019une enqu\u00eate pancanadienne r\u00e9cente avancent que pr\u00e8s de 40% des \u00e9tudiants postsecondaires ont de la difficult\u00e9 \u00e0 g\u00e9rer leurs probl\u00e8mes li\u00e9s \u00e0 la carri\u00e8re (ACHA, 2019). Ils vivent \u00e9galement de l\u2019anxi\u00e9t\u00e9 caus\u00e9e par un march\u00e9 du travail de plus en plus instable et incertain et par une multitude d\u2019opportunit\u00e9s, ce qui peut induire un sentiment de \u00ab\u00a0paralysie\u00a0\u00bb et d\u2019insatisfaction chronique (Schwartz, 2004). Malheureusement, les professionnels des services d\u2019aide aux \u00e9tudiants en milieu universitaire d\u00e9noncent le manque de temps et de ressources pour accompagner ad\u00e9quatement les \u00e9tudiants (ASEUCC, 2013). Ils doivent donc compter sur de nouvelles approches pour renforcer l\u2019autod\u00e9termination des \u00e9tudiants dans leur r\u00e9flexion sur l\u2019avenir.<\/p>\n<h6><strong>La mindfulness comme super-pouvoir\u00a0<\/strong><\/h6>\n<p>La mindfluness (pr\u00e9sence attentive ou pleine conscience) appara\u00eet comme un super-pouvoir pouvant aider les \u00e9tudiants postsecondaires \u00e0 faire face aux enjeux reli\u00e9s \u00e0 la carri\u00e8re. La mindulness d\u00e9crit g\u00e9n\u00e9ralement l\u2019\u00e9tat de conscience d\u2019une personne qui porte d\u00e9lib\u00e9r\u00e9ment son attention sur son exp\u00e9rience (interne et externe), dans l\u2019instant pr\u00e9sent, sans jugement et avec acceptation (Kabat-Zin, 2003). Concr\u00e8tement, une personne \u00abmindful\u00bb a tendance \u00e0 \u00eatre plus attentive \u00e0 ses pens\u00e9es, ses \u00e9motions ou ses sensations, et ce avec acceptation et bienveillance. Comme un muscle que l\u2019on exerce, la mindfulness peut \u00eatre d\u00e9velopp\u00e9e par le biais de diverses interventions\u00a0prenant la forme de pratique personnelle ou de m\u00e9ditation guid\u00e9es:<\/p>\n<ul>\n<li>exercices d\u2019attention dirig\u00e9e sur diff\u00e9rents objets (respiration, sensations corporelles, cinq sens)\u00a0;<\/li>\n<li>exercices de l\u2019attention dirig\u00e9e sur les mouvements du corps\u00a0;<\/li>\n<li>exercices de compassion pour soi et pour les autres.<\/li>\n<\/ul>\n<h6><strong>L\u2019impact de la mindfulness sur le bien-\u00eatre<\/strong><\/h6>\n<p>Plusieurs \u00e9tudes scientifiques ont d\u00e9montr\u00e9 les liens entre la mindfulness et diff\u00e9rents aspects du bien-\u00eatre. D\u2019abord, la mindfulness aide \u00e0 d\u00e9velopper la souplesse psychologique, un facteur important pour la sant\u00e9 mentale, permettant \u00e0 l\u2019individu de s\u2019adapter \u00e0 un changement ou une situation difficile (Kashdan &amp; Rottenberg, 2010). Avec la COVID-19, certains auteurs se sont int\u00e9ress\u00e9s aux facteurs de r\u00e9silience en contexte de pand\u00e9mie. Ils ont d\u00e9crit la mindfulness comme un m\u00e9canisme d\u2019adaptation aidant les gens \u00e0 \u00eatre plus r\u00e9silients face \u00e0 l\u2019incertitude (Polizzi, Lynn et Perry, 2020). En effet, la mindfulness encourage l\u2019individu \u00e0 se concentrer sur l\u2019instant pr\u00e9sent, ce qui att\u00e9nue les ruminations du pass\u00e9 et l\u2019anticipation n\u00e9gative du futur.\u00a0 De plus, les interventions bas\u00e9es sur la mindfulness permettraient de r\u00e9duire le stress et les sympt\u00f4mes d\u00e9pressifs des \u00e9tudiants universitaires et les clients en orientation (Piot, 2020; Gr\u00e9goire et al., 2016). Enfin, la mindfulness aiderait les \u00e9tudiants \u00e0 r\u00e9guler leurs \u00e9motions lorsqu\u2019ils traversent une impasse d\u00e9cisionnelle li\u00e9e \u00e0 leurs objectifs de carri\u00e8re (Marion-Jetten, Taylor et Schattke, soumis).<\/p>\n<blockquote><p>\u00ab La mindfulness aide \u00e0 d\u00e9velopper la souplesse psychologique, un facteur important pour la sant\u00e9 mentale, permettant \u00e0 l\u2019individu de s\u2019adapter \u00e0 un changement ou une situation difficile. \u00bb<\/p><\/blockquote>\n<h6><strong>La mindfulness et la carri\u00e8re<\/strong><\/h6>\n<p>Au-del\u00e0 des bienfaits sur le bien-\u00eatre et sur la r\u00e9gulation des \u00e9motions, comment la mindfulness peut-elle agir comme super-pouvoir reli\u00e9 \u00e0 la carri\u00e8re?<\/p>\n<p><em>Mieux se conna\u00eetre<\/em><\/p>\n<p>Premi\u00e8rement, la mindfulness peut aider une personne \u00e0 mieux distinguer ses valeurs fondamentales et les activit\u00e9s qui l\u2019int\u00e9ressent vraiment des attentes de la soci\u00e9t\u00e9 ou de ses proches (Schattke, Taylor, &amp; Marion-Jetten, 2020; Strick et Papies, 2017). Sachant qu\u2019il existe plusieurs moyens de mieux se conna\u00eetre, la mindfulness appara\u00eet comme un outil suppl\u00e9mentaire. Elle am\u00e9liore la capacit\u00e9 d\u2019une personne \u00e0 porter attention \u00e0 tous les aspects de son exp\u00e9rience, tout en acceptant ce qui \u00e9merge au lieu d\u2019essayer d\u2019\u00e9viter (Carlson, 2013).<\/p>\n<p>Par exemple, en portant attention \u00e0 son corps, Maya pourrait r\u00e9aliser qu\u2019elle \u00e9prouve souvent des tensions dans les \u00e9paules lorsqu\u2019elle pense aux examens pour devenir comptable. Elle pourrait aussi se rendre compte qu\u2019elle a des pens\u00e9es n\u00e9gatives\u00a0 durant ces moments et les observer pour voir ce que \u00e7a peut lui indiquer. En m\u00eame temps, elle remarquerait qu\u2019elle se sent ouverte et l\u00e9g\u00e8re lorsqu\u2019elle donne une pr\u00e9sentation orale. Ces informations s\u2019av\u00e8reront tr\u00e8s utiles pour choisir le contexte de travail dans lequel elle sera satisfaite en tant que comptable.<\/p>\n<p><em>Se fixer des buts de carri\u00e8res autoconcordants<\/em><\/p>\n<p>Deuxi\u00e8mement, la mindfulness aiderait l\u2019individu \u00e0 se fixer des buts de carri\u00e8re en lien avec ses v\u00e9ritables valeurs et int\u00e9r\u00eats. C\u2019est ce qu\u2019on appelle l\u2019\u00ab autoconcordance des buts \u00bb. Ceux-ci naissent d\u2019une motivation autod\u00e9termin\u00e9e \u00a0et sont essentiels pour le bien-\u00eatre de l\u2019individu (Deci, Ryan, Schultz et Niemiec, 2015). En effet,\u00a0les r\u00e9sultats d\u2019une s\u00e9rie d\u2019\u00e9tudes longitudinales ont d\u00e9montr\u00e9 que choisir un programme d\u2019\u00e9tudes en lien avec ses int\u00e9r\u00eats et ses valeurs peut diminuer la d\u00e9tresse psychologique, augmenter les r\u00e9sultats acad\u00e9miques et diminuer le risque de d\u00e9crochage scolaire (Taylor <em>et al<\/em>., 2014).<\/p>\n<p>En pratiquant la mindfulness, Maya pourrait r\u00e9aliser qu\u2019elle se pr\u00e9occupe souvent de ce que les autres diraient si elle abandonnait son programme et si elle ne devenait pas comptable. Elle pourrait alors observer, sans jugement, que sa motivation envers son objectif de carri\u00e8re n\u2019est peut-\u00eatre pas aussi autod\u00e9termin\u00e9e qu\u2019elle le croyait. Tel que mentionn\u00e9 pr\u00e9c\u00e9demment, Maya pourrait aussi prendre conscience de ses v\u00e9ritables valeurs et de ce qui l\u2019int\u00e9resse r\u00e9ellement. Cela pourrait l\u2019amener \u00e0 mieux pr\u00e9ciser son objectif de carri\u00e8re, et \u00e9ventuellement s\u2019engager dans un but de carri\u00e8re plus autoconcordant.<\/p>\n<p><em>D\u00e9velopper sa cr\u00e9ativit\u00e9<\/em><\/p>\n<p>Finalement, la mindfulness favorise la cr\u00e9ativit\u00e9\u00a0(Lebuda et <em>al.,<\/em> 2016) sous toutes ses formes, ce qui permet \u00e0 l\u2019inidivu d\u2019imaginer des possibilit\u00e9s nouvelles et innovantes lorsqu\u2019il est confront\u00e9 \u00e0 des obstacles. Les \u00e9tudes \u00e0 ce sujet ont d\u00e9montr\u00e9 que les gens trouvaient plus facilement des solutions \u00e0 un probl\u00e8me lorsqu\u2019ils avaient m\u00e9dit\u00e9 avant (Colzato et <em>al.<\/em> 2014\u00a0: Ding et <em>al.<\/em> 2015).<\/p>\n<p>\u00c0 ce titre, la mindfulness pourrait aider Maya \u00e0 trouver des opportunit\u00e9s in\u00e9dites pour surmonter les embuches li\u00e9es \u00e0 sa carri\u00e8re.<\/p>\n<h6><strong>Aider les \u00e9tudiants universitaires gr\u00e2ce \u00e0 la mindfulness<\/strong><\/h6>\n<p>Comment les professionnels en d\u00e9veloppement de carri\u00e8re peuvent-ils cultiver la mindfulness des \u00e9tudiants\u00a0universitaires ? D\u2019abord, ils peuvent les encourager et les accompagner \u00e0 observer et \u00e0 reconna\u00eetre ce qu\u2019ils vivent dans leur quotidien (pens\u00e9es r\u00e9currentes, sensations physiques, \u00e9motions) et \u00e0 accepter ces exp\u00e9riences avec bienveillance. Les \u00e9tudiants universitaires pourraient capitaliser sur le d\u00e9veloppement de la mindfulness comme habilet\u00e9, d\u2019autant plus que sa pratique est adapt\u00e9e et accessible malgr\u00e9 leur horaire charg\u00e9. Plus que jamais, l\u2019orientation professionnelle appara\u00eet comme un processus continu tout au long de la vie, et non comme une \u00e9tape fixe temporellement. Ainsi, la mindfulness repr\u00e9sente une habilet\u00e9 \u00ab \u00e9volutive \u00bb, \u00e9tant donn\u00e9 qu\u2019elle se d\u00e9veloppe au fur et \u00e0 mesure que l\u2019\u00e9tudiant \u00e9volue en interaction avec le march\u00e9 du travail.<\/p>\n<p>La mindfulness comme superpouvoir li\u00e9 \u00e0 la carri\u00e8re est donc un outil suppl\u00e9mentaire permettant d\u2019att\u00e9nuer les \u00e9motions n\u00e9gatives g\u00e9n\u00e9ralement associ\u00e9es aux questionnements \u00e0 ce niveau. Puisqu\u2019elle favorise un meilleur acc\u00e8s \u00e0 ses int\u00e9r\u00eats \u00e0 ses valeurs, \u00e0 ses pens\u00e9es r\u00e9currentes, \u00e0 ses sensations et \u00e0 ses \u00e9motions, elle permet \u00e0 l\u2019\u00e9tudiant de faire des choix coh\u00e9rents et de mieux s\u2019adapter aux obstacles, m\u00eame apr\u00e8s avoir gradu\u00e9.<\/p>\n<p><strong>Gabrielle Beaupr\u00e9<\/strong><em>, M.A., c.o, est \u00e9tudiante au doctorat en \u00e9ducation \u00e0 l\u2019UQAM. Elle s\u2019int\u00e9resse \u00e0 la pr\u00e9sence attentive, \u00e0 la motivation envers les buts de carri\u00e8re et au bien-\u00eatre aupr\u00e8s des \u00e9tudiants universitaires. Son projet doctoral est financ\u00e9 par les Fonds de Recherche du Qu\u00e9bec Soci\u00e9t\u00e9 et Culture. <\/em><\/p>\n<p><strong>Genevi\u00e8ve Taylor<\/strong><em>, Ph.D., est professeure en counseling de carri\u00e8re au d\u00e9partement d\u2019\u00e9ducation et p\u00e9dagogie \u00e0 l\u2019Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al, ainsi que chercheure au sein du Groupe de recherche et d&rsquo;intervention sur la pr\u00e9sence attentive (GRIPA). Ses recherches portent sur le r\u00f4le de la pr\u00e9sence attentive et les processus motivationnels reli\u00e9s \u00e0 la carri\u00e8re.<\/em><\/p>\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n<p>American College Health Association. (2019). <em>American College Health Association-National College Health Assessment II: Canadian Reference Group<\/em>. Hanover : American College Health Association.<\/p>\n<p>Association des services \u00e9tudiants des universit\u00e9s et coll\u00e8ges du Canada (ASEUCC). (2013<em>). <\/em><em>Post-Secondary Student Mental Health: Guide to a Systemic Approach<\/em>.<\/p>\n<p>Carlson, E. N. (2013). Overcoming the Barriers to Self-Knowledge\u202f: Mindfulness as a Path to Seeing Yourself as You Really Are. <em>Perspectives on Psychological Science, 8<\/em>(2), 173\u2011186.<\/p>\n<p>Colzato, L.S., Szapora, A., Lippelt, D. et Hommel, B. (2014). Prior meditation practice modulates performance and strategy use in convergent- and divergent-thinking problem.<em> Mindfulness. <\/em><a href=\"http:\/\/dx.doi.org\/10.1007\/s12671-014-0352-9\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/dx.doi.org\/10.1007\/s12671-014-0352-9<\/a> (online publication ahead of print).<\/p>\n<p>Deci, E. L., Ryan, R. M., Schultz, P. P. et Niemiec, C. P. (2015). Being aware and functioning fully.\u00a0<em>Handbook of mindfulness: Theory, research, and practice,<\/em> 112-129.<\/p>\n<p>Ding, X., Tang, Y., Deng, Y., Tang, R., et Posner, M.I. (2015). Mood and personality predict improvement in creativity due to meditation training. <em>Learning and Individual Differences, 37<\/em>, 217\u2013221.<\/p>\n<p>Gr\u00e9goire, S., Lachance, L. et Richer, L. (2016).\u00a0<em>La pr\u00e9sence attentive, mindfulness. \u00c9tat des connaissances empiriques et pratiques.\u00a0<\/em>Montr\u00e9al\u00a0: Presses de l\u2019Universit\u00e9 du Qu\u00e9bec.<\/p>\n<p>Kabat-Zinn, J. (2003). Mindfulness-based interventions in context\u202f: Past, present, and future. <em>Clinical psychology: Science and practice, 10<\/em>(2), 144\u2013156.<\/p>\n<p>Kashdan, T. B. et Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health.\u00a0<em>Clinical Psychology Review<\/em>,\u00a0<em>30<\/em>(7), 865-878.<\/p>\n<p>Lebuda, I., Zabelina, D. L., &amp; Karwowski, M. (2016). Mind full of ideas: A meta-analysis of the mindfulness\u2013creativity link.\u00a0<em>Personality and Individual Differences<\/em>,\u00a0<em>93<\/em>, 22-26.<\/p>\n<p>Piot, F. (2020). Projet Oreka\u00a0: essai randomis\u00e9 contr\u00f4l\u00e9 destin\u00e9 \u00e0 \u00e9valuer l\u2019impact d\u2019ateliers issus de l\u2019approche d\u2019acceptation et d\u2019engagement sur la souplesse psychologique, le bien-\u00eatre psychologique et l\u2019espoir chez des individus confront\u00e9s \u00e0 une impasse professionnelle [The Oreka Project\u00a0: Randomised controlled trial to evaluate the impact of workshops based on Acceptance-Commitment Therapy on psychological flexibility, psychological well-being, and hope among people experiencing a professional impasse]. [Unpublished doctoral dissertation]. Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al.<\/p>\n<p>Polizzi, C., Lynn, S. J., &amp; Perry, A. (2020). Stress and Coping in the Time of COVID-19: Pathways to Resilience and Recovery.\u00a0<em>Clinical Neuropsychiatry<\/em>,\u00a0<em>17<\/em>(2).<\/p>\n<p><span lang=\"fr\">Schwartz, B. (2004).\u00a0<i>The paradox of choice\u202f: Why more is less<\/i>\u00a0(Vol. xi). HarperCollins Publishers.<\/span><\/p>\n<p>Strick, M. et Papies, E. K. (2017). A Brief Mindfulness Exercise Promotes the Correspondence Between the Implicit Affiliation Motive and Goal Setting. <em>Personality and Social Psychology Bulletin, 43<\/em>(5), 623\u2011637.<\/p>\n<p>Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S. et Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time\u202f: The unique role of intrinsic motivation. <em>Contemporary Educational Psychology, 39<\/em>(4), 342\u2011358. <a href=\"https:\/\/doi.org\/10.1016\/j.cedpsych.2014.08.002\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1016\/j.cedpsych.2014.08.002<\/a><\/p>\n<p>Union \u00e9tudiante du Qu\u00e9bec. (2019). <em>Enqu\u00eate \u00ab sous ta fa\u00e7ade \u00bb : enqu\u00eate panqu\u00e9b\u00e9coise sur la sant\u00e9 psychologique \u00e9tudiante.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Un outil flexible permettant aux individus de se connecter \u00e0 leurs int\u00e9r\u00eats et \u00e0 leurs valeurs Gabrielle Beaupr\u00e9 et Genevi\u00e8ve Taylor Maya vient d\u2019entamer sa deuxi\u00e8me<span class=\"excerpt-hellip\"> [\u2026]<\/span><\/p>\n","protected":false},"author":21,"featured_media":41771,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"h5ap_radio_sources":[],"footnotes":""},"categories":[920,467,921],"tags":[],"class_list":["post-41773","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-automne-2020","category-careering-fr","category-f20-fr-article-de-fond"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v27.5 (Yoast SEO v27.5) - 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