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Prendre soin des histoires qui comptent : apports des récits de jeunes pour l’éducation à la santé

Abstract : The thesis questions prevention practices designed for young people through the empowerment process that underlies the development of life skills. Starting from "history that counts" and a participatory method based on the reciprocal exchange of narratives, this research moves away from the epidemiological premise of evidence-based medicine (EBM) to explore, based on the dialogical hypotheses of “narrative medicine,” another way of approaching these health education practices. The empirical survey analyses a qualitative materials composed of interviews and plural narratives collected from 30 young people aged 15 to 20 years old. Built according to the MTE procedure, the inductive method is formalized from heuristic resources. Beyond the performative challenge of cooperative storytelling, the results attest to the development of psychosocial skills and the increase in confidence in one's own experience. Also, through the diversity of these narratives, they highlight the need to redefine the content of health knowledge as well as the notion of individual responsibility for each person's behaviour. Thought of as a "relational health", young people emphasize the need for sustained attention to the affects and vulnerabilities explored by the philosophical foundations of care.
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Submitted on : Monday, October 12, 2020 - 4:28:07 PM
Last modification on : Wednesday, October 14, 2020 - 3:12:19 AM
Long-term archiving on: : Wednesday, January 13, 2021 - 7:16:33 PM


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  • HAL Id : tel-02964737, version 1


Anne France Hardy. Prendre soin des histoires qui comptent : apports des récits de jeunes pour l’éducation à la santé. Education. Université Rennes 2, 2020. Français. ⟨NNT : 2020REN20010⟩. ⟨tel-02964737⟩



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