Résumés
Résumé
La formation des professionnels revêt une importance cruciale pour offrir des services empreints d’empathie aux personnes stigmatisées, telles que celles vivant des problèmes de jeux de hasard et d’argent (JHA). Parmi les stratégies pédagogiques existantes, le témoignage est une pratique pertinente et courante. Toutefois, la manière dont les étudiants perçoivent les témoignages des personnes ayant des problèmes de JHA reste peu documentée. L’objectif est de documenter l’empathie des étudiants exposés au témoignage d’une personne qui a vécu des problèmes de JHA, selon leurs perceptions. Des entrevues qualitatives semi-structurées auprès de huit étudiants ayant suivi un cours qui comprend un ensemble d’activités pédagogiques visant à développer l’empathie chez les étudiants ont été réalisées. Quatre thèmes majeurs ont émergé : les conditions propices à l’empathie, la résonance émotionnelle avec la personne qui a témoigné, une nouvelle compréhension de son vécu, ainsi que l’influence du témoignage sur la pratique professionnelle. Cette étude encourage l’intégration des témoignages dans la formation des professionnels, en tenant compte du profil expérientiel des étudiants et avec un ensemble d’activités pédagogiques présentant l’information de manière visuelle et auditive.
Mots-clés :
- témoignage,
- empathie,
- formation,
- professionnels,
- jeux de hasard et d’argent
Abstract
The training of professionals is crucial to providing empathetic services to stigmatized people, such as those experiencing gambling problems. Among existing educational strategies, testimony is a relevant and common practice. However, the way in which students perceive the accounts from people with gambling problems remains poorly documented. The objective is to document the empathy of students exposed to the testimony of a person who has experienced gambling problems, according to their perceptions. Semi-structured qualitative interviews with eight students who followed a course which includes a set of educational activities aimed at developing empathy in students were carried out. Four major themes emerged: conditions conducive to empathy, emotional resonance with the person who testified, a new understanding of their experience, and the influence of testimony on professional practice. This study encourages the integration of testimonies into the training of professionals, taking into account the experiential profile of students and with a set of educational activities presenting the information visually and auditorily.
Keywords:
- testimony,
- empathy,
- training,
- professionals,
- games of chance and money
Resumen
La formación de profesionales reviste una importancia crucial para ofrecer servicios con empatía a las personas estigmatizadas, como las que viven problemas de juegos de azar y por dinero (JAD). Entre las estrategias pedagógicas existentes, el testimonio es una práctica pertinente y corriente. Sin embargo, el modo como los estudiantes perciben los testimonios de las personas que tienen problemas de JAD está poco documentado. El objetivo consiste en documentar la empatía de los estudiantes expuestos al testimonio de una persona que ha vivido problemas de JAD, según sus percepciones. Se llevaron a cabo entrevistas cualitativas semi estructuradas con ocho estudiantes que siguieron un curso que comprende un conjunto de actividades pedagógicas destinadas a desarrollar su empatía. Surgieron cuatro temas mayores : las condiciones propicias a la empatía, la resonancia emocional con la persona que prestó el testimonio, una nueva comprensión de su vivencia y la influencia del testimonio sobre la práctica profesional. Este estudio alienta la integración de testimonios en la formación de los profesionales, teniendo en cuenta el perfil de experiencias de los estudiantes y con un dispositivo pedagógico que presente la información de manera visual y auditiva.
Palabras clave:
- testimonio,
- empatía,
- formación,
- profesionales,
- juegos de azar y por dinero
Parties annexes
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