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Résumés
Résumé
L’anxiété de performance est un motif de consultation courant chez les étudiants postsecondaires. Dans cet article, nous discutons du rôle que jouent l’évitement expérientiel et la fusion cognitive dans l’anxiété de performance, puis expliquons de quelle manière l’approche d’acceptation et d’engagement (ACT) peut aider les étudiants à vivre autrement avec ce type d’anxiété. Nous illustrons la forme que peut prendre cette approche en présentant une intervention de groupe développée en 2012 et offerte dans plusieurs établissements postsecondaires au Québec et en France. Nous concluons cet article en situant cette intervention à l’intérieur du cadre d’analyse systémique proposé par l’association des services aux étudiants des universités et collèges du Canada (ASEUCC).
Mots-clés :
- anxiété de performance,
- étudiants postsecondaires,
- approche d’acceptation et d’engagement,
- Korsa
Abstract
Performance anxiety is a frequent motive for consultation among postsecondary students. In this article, we discuss the role of experiential avoidance and cognitive fusion in performance anxiety, and explain how Acceptance and Commitment Therapy (ACT) can help students cope with their anxiety differently. We illustrate the form this approach can take by presenting a group intervention developed in 2012 and offered in several postsecondary institutions in Quebec and France. We conclude this article by positioning this intervention within the student services framework proposed by the Canadian Association of College and University Student Services (CACUSS).
Keywords:
- performance anxiety,
- postsecondary students,
- acceptance and commitment therapy,
- Korsa
Parties annexes
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