Bien-être au travail : analyse psychosociale et organisationnelle

Teacher(s)

Casini Annalisa;

Language

French

Main themes

Starting from the Belgian legislation on well-being at work and its fundamental principles, the course will review the psychosocial risk factors (work organisation, work content, working conditions, working life conditions and work relations) and their potential consequences (stress, burnout, etc.). For this purpose, the scientific literature on the most recent theories and models will be called upon. Particular attention will be paid to the concepts of occupational risk prevention, occupational health promotion and social inequalities in occupational health. This knowledge basis will be used to explain the methods and approaches useful in the elaboration of a research based risk analysis in companies as well as an intervention aiming at the improvement of health and well-being at work.

Content

Starting from the Belgian legislation on well-being at work and its fundamental principles, the course will review the psychosocial risk factors (work organisation, work content, working conditions, working life conditions and work relations) and their potential consequences (stress, burnout, etc.). For this purpose, the scientific literature on the most recent theories and models will be called upon. Particular attention will be paid to the concepts of occupational risk prevention, occupational health promotion and social inequalities in occupational health. This knowledge basis will be used to explain the methods and approaches useful in the elaboration of a risk analysis in companies as well as an intervention aiming at the improvement of health at work.
The course is designed to enable students to: AA.1:
- AA.1. master and articulate disciplinary knowledge and theoretical models in the social, political, economic and cultural fields in order to shed light on the issues of living together, cohesion and social justice
- AA.2. Analyse concrete problematic situations relating to economic and social issues in contemporary society, from different humanities disciplines, develop strategies for innovation and transformation, formulate proposals for concrete and contextualised responses and/or actions.
- AA.3. design and carry out a research project, using a scientific approach and a rigorous methodology, to define and investigate a problem in the social, political, economic or cultural field
- AA.4. adopt a distanced posture and demonstrate reflexivity with regard to one's own experiences and by using different approaches to analyse problems in the social, political, economic or cultural field.
- AA.5. Anticipate societal changes with a view to action and change
- AA.6. Mobilise transversal competencies (the logic of continuous development, communication, teamwork, taking responsibility, transfer competencies) essential to conceive and conduct actions with efficiency in the social, political, economic or cultural field.

Teaching methods

A variety of teaching methods will be deployed ranging from ex-cathedra lectures to more participatory methods (e.g., serious games, group discussions, etc.) and formative (self-) assessments

Evaluation methods

1st session
The course assessment will be based on a project completed in pairs (or in groups of three, if necessary), divided into several stages. Students will first be required to complete two preparatory assignments, which will be presented in class and account for 25% of the final grade. The final project, which will constitute 75% of the grade, will involve developing a protocol that includes a workplace risk analysis and an intervention to improve workplace health. The final grade will be calculated by combining the results of the preparatory assignments (25%) and the final project (75%). The individual final grade of each pair (or trio) will be adjusted according to the consensual self-reported contribution.
Possible re-sitting/2nd session
In case of absence from the course's final session, which is dedicated to the project presentations, or in the event of failure, the student will be required to complete an individual project equivalent to the one expected for the first session.

Other information

"For the preparatory and final work, the use of generative Artificial Intelligence tools is authorised only to carry out a bibliographical reference search complementary to that carried out on traditional bibliographical databases (for example, Scholar, Psychinfo or PubMed, etc.). Only the Perplexity and Copilot tools are authorised.  

Online resources

Articles and electronic documents will be made available via Moodle and Teams

Bibliography

• Gollac, M. & Volkoff, S. (2006). La santé au travail et ses masques. Actes de la recherche en sciences sociales, no 163(3), 4-17. doi:10.3917/arss.163.0004.
• SPF Emploi, DG Humanisation du travail, Travail et Concertation sociale (2006). Le stress au travail facteurs de risques, évaluation et prévention
• Vandenbrande et al. (2012). Qualité du travail et de l’emploi en Belgique. HIVA-KU Leuven: Louvain.
• Volkoff, S. & Thébaud-Mony, A. (2000). 22. Santé au travail : l'inégalité des parcours. Dans : Didier Fassin éd., Les inégalités sociales de santé (pp. 349-361). Paris: La Découverte. https://doi.org/10.3917/dec.fassi.2000.01.0349

Teaching materials

• Powerpoints présentés au cours
• Iweins, C. (2020). Détecter et prévenir le burnout: Facteurs de risques, évaluation et prévention en entreprise. Mardaga
• Muller, M. & Mairiaux, P. (2008). Promotion de la santé en milieu de travail : modèles et pratiques. Santé Publique, vol. 20(hs), 161-169. https://doi.org/10.3917/spub.080.0161
• Castra, M. (2020). 17. Comment expliquer les inégalités sociales de santé ?. Dans : Serge Paugam éd., 50 questions de sociologie (pp. 177-185). Paris cedex 14: Presses Universitaires de France. https://doi.org/10.3917/puf.pauga.2020.01.0177

Faculty or entity

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