Missions

One of the objectives of this project concerns the production of educational content co-designed with workers and stakeholders in the field, in connection with self-determination and the construction of professional projects. These contents will be co-constructed using a participative design methodology, involving field workers and people with intellectual disabilities. To this end, questionnaires, semi-structured interviews and co-creation workshops with end-users and professional supervisors will be set up by the person recruited as part of the participative design methodology. A second objective concerns the definition of a methodology enabling, thanks to the Coach Abileo digital solution developed by Auticiel and adapted educational content designed during the project, to develop and train workers' abilities to build and monitor their professional project and set goals.

List of tasks :
- Participation in AUTICIEL / LISN work meetings
- Project monitoring and exchanges with partner structures (progress reports, monitoring of project phases).
- Participation in the various stages of co-design with users and definition of content
- Drafting of project deliverables: literature review, needs analysis
- Carrying out field evaluations and analyzing results
- Provided

Activités

The objectives of the postdoctoral fellowship are (1) to define the axes of development of self-determination in the professional context for workers with intellectual development disorders (IDD), and (2) to evaluate the impact of using an innovative digital tool supporting a methodology of professional project construction and goal setting by applying the functional theory of self-determination.

The definition of the professional project construction methodology and the creation of adapted pedagogical content will be carried out in close collaboration with those involved in the field (workers, supervisors, employers, colleagues, associations), using a user-centered approach. The field of skills promoting behavioral autonomy, self-regulation, empowerment and self-realization of workers with IDD will be addressed, in order to develop and train their abilities to build and follow their professional project and set goals. The impact of the use of this device, in particular the evolution of the level of self-determination, will be evaluated with 100 beneficiaries from the sheltered and mainstream environments.

Compétences

Person with a thesis in social psychology, work psychology or cognitive sciences.
Experience in disability and new technologies; field studies.

Contexte de travail

The post-doctorate will take place within the framework of a partnership between the LISN Laboratory and the social startup Auticiel. This research project aims to co-construct and evaluate content to develop the capacities of workers with intellectual development disorders to self-determine and be an actor in the construction of their professional project.
Self-determination is a fundamental need and is defined as “a universal skill that concerns everyone, and is acquired progressively over the course of a person's development, from childhood to adulthood.” (Andrien and Sarrazin, 2022). Self-determination has been identified as a process that can lead to positive consequences in the lives of people with intellectual development disorders (Wehmeyer, 1997). Wehmeyer's functional theory of self-determination (TfAD) is particularly relevant to people with “special needs” (e.g., intellectual development disorder, neurodevelopmental disorder, learning disability; Wehmeyer, Little, & Sergeant, 2009).
According to this theory, self-determined behavior is made up of the following characteristics: Behavioral autonomy: the ability to state one's preferences and make choices, to decide and act alone; Self-regulation: being able to analyze one's environment and adapt one's behavior, to manage oneself, to make decisions and choices, to plan one's life; Empowerment: the power to act or to have the means to strengthen one's capacity for action, to have the possibility of influencing one's life course; Self-realization: an individual's ability to do for oneself, to know oneself and act accordingly. A person is considered self-determined to the extent that his or her behaviors reflect, to some degree, these characteristics (Lachapelle & Wehmeyer, 2003), including during learning (Wehmeyer, 2023).
The emergence of self-determined behavior is linked to the person's skills, the opportunities provided by the environment and the types of support he or she receives. It is the result of the interaction between a person and his or her environment, both of which present resources and limitations. To promote the development of self-determination skills, it seems appropriate to modify or adapt the environment and provide technical aids and tools to facilitate the expression of needs, develop the ability to adjust behavior according to situations and the environment, acquire planning skills, promote autonomy and develop the necessary social skills and associated social motivation (Chevallier et al., 2012, Beckerson et al., 2022).
Research in human-computer interaction relies on self-determination theory for the design of positive technologies to improve well-being, but does not target people with disabilities (Peters et al., 2018). On the other hand, in recent years, information and communication technologies (ICT) have been introduced to people with IDD (e.g., computers, smartphones, tablets) to assist individuals in performing daily tasks and decrease their dependence on outside help (Wehmeyer, 2007).
In this project, we are proposing a multi-disciplinary approach involving researchers in Human-Computer Interaction and Occupational Psychology, the Auticiel organization and partners in the field. The innovative method to be used is based on user-centered, participatory design involving the various players in the field, including workers with IDD; the aim is to develop adapted content that will enable personalized support to develop self-determination. A similar approach was developed in a previous project focusing on social skills training (Estival et al. 2023 a and b).

Le poste se situe dans un secteur relevant de la protection du potentiel scientifique et technique (PPST), et nécessite donc, conformément à la réglementation, que votre arrivée soit autorisée par l'autorité compétente du MESR.