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Approche Du Designer Pour Faciliter L'expression Du Vécu Approche du designer pour faciliter l’expression du vécu émotionnel : conceptualisation d’un jeu permettant d’accompagner l’enfant confronté à une expérience négative dans la construction de son récit Stacie Petruzzellis To cite this version: Stacie Petruzzellis. Approche du designer pour faciliter l’expression du vécu émotionnel : concep- tualisation d’un jeu permettant d’accompagner l’enfant confronté à une expérience négative dans la construction de son récit. Sciences de l’information et de la communication. Université de Nîmes, 2020. Français. NNT : 2020NIME0004. tel-03155245 HAL Id: tel-03155245 https://tel.archives-ouvertes.fr/tel-03155245 Submitted on 1 Mar 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Délivré par l’UNIVERSITÉ DE NÎMES Préparée au sein de l’école doctorale Risques et Société (ED 583) Et de l’unité de recherche PROJEKT (EA 7447) Spécialité : Sciences de l’information et de la communication, spécialité Design Présentée par Stacie PETRUZZELLIS Approche du designer pour faciliter l’expression du vécu émotionnel. Conceptualisation d’un jeu permettant d’accompagner l’enfant confronté à une expérience négative dans la construction de son récit Soutenue le 11 décembre 2020 devant le jury composé de Mme Anne BEYAERT-GESLIN, PR, Rapporteure Université de Bordeaux-Montaigne Mme Stéphanie CARDOSO, MCF, Examinatrice Université de Bordeaux-Montaigne Mme Frédérique CUISINIER, MCF HDR, honoraire Rapporteure Mme Michela DENI, PR, Université de Nîmes Directrice Mme Marine ROYER, MCF, Université de Nîmes Co-encadrante M. Alessandro ZINNA, PR, Examinateur et Président Université de Toulouse-II-Jean-Jaurès UNIVERSITÉ DE NÎMES École doctorale 583 – Risques & Société Laboratoire PROJEKT (EA 7447) THÈSE Pour obtenir le grade de Docteur en Sciences de l’Information et de la Communication Spécialité : Design Approche du designer pour faciliter l’expression du vécu émotionnel. Conceptualisation d’un jeu permettant d’accompagner l’enfant confronté à une expérience négative dans la construction de son récit Présentée par Stacie PETRUZZELLIS Thèse dirigée par Michela DENI et co-encadrée par Marine ROYER Devant le jury composé de : Mme Anne BEYAERT-GESLIN, PR, Université de Bordeaux-Montaigne (rapporteure) Mme Stéphanie CARDOSO, MCF, Université de Bordeaux-Montaigne (examinatrice) Mme Frédérique CUISINIER, MCF HDR, honoraire (rapporteure) Mme Michela DENI, PR, Université de Nîmes (directrice de thèse) Mme Marine ROYER, MCF, Université de Nîmes (co-encadrante de thèse) M. Alessandro ZINNA, PR, Université de Toulouse-II-Jean-Jaurès (examinateur) 3 Sommaire REMERCIEMENTS 6 RÉSUMÉ 10 ABSTRACT 12 TABLE DES FIGURES 14 INTRODUCTION GÉNÉRALE............................................................................................................................................. 18 CHAPITRE I. DE L’ÉMOTION À L’EXPRESSION DU VÉCU ÉMOTIONNEL : CADRE THÉORIQUE .............. 28 1. LE VÉCU ÉMOTIONNEL 31 2. LE DÉVELOPPEMENT ÉMOTIONNEL DE L’ENFANT 52 3. L’EXPRESSION DU VÉCU ÉMOTIONNEL 61 CHAPITRE II. À LA RENCONTRE DES ENFANTS : CADRE MÉTHODOLOGIQUE ET RETOURS DE L’ENQUÊTE ............................................................................................................................................................................ 84 4. LES TECHNIQUES, OUTILS ET LE SUPPORT DE COLLECTE 87 5. LE TERRAIN 95 6. LES CONDITIONS D’ENQUÊTE ET LA POSTURE 100 7. LES QUATRE LIEUX D’ENQUÊTE 112 CHAPITRE III. LE RÉCIT ET LE JEU : HYPOTHÈSES DE RECHERCHE ............................................................. 144 8. COMPRENDRE ET REMODELER LA REPRESENTATION DU VÉCU ÉMOTIONNEL PAR LE RÉCIT 148 9. FACILITER LA RENCONTRE PARENT(S)-ENFANT ET LA CO-CONSTRUCTION DU RÉCIT PAR LE JEU 175 CHAPITRE IV. UN JEU POUR EXPRIMER LE RÉCIT DU VÉCU ÉMOTIONNEL : INTENTIONS ET CONCEPTION ....................................................................................................................................................................... 206 10. LES INTENTIONS GÉNÉRALES 209 11. LA CONCEPTION DU JEU 229 CONCLUSION GÉNÉRALE ............................................................................................................................................... 270 BIBLIOGRAPHIE 282 ANNEXES 318 TABLE DES MATIÈRES 334 4 5 Remerciements En premier lieu, j’exprime toute ma gratitude et ma reconnaissance à ma directrice et mon encadrante de thèse pour m’avoir accompagnée tout au long de ce parcours avec une profonde implication. Le cadre bienveillant dans lequel j’ai pu, grâce à elles, réaliser ces recherches doctorales a permis de rendre l’expérience de cette thèse si riche tant intellectuellement que sur le plan humain. Ainsi, je remercie Michela Deni pour son soutien, sa disponibilité à tous égards et pour m’avoir poussée à aller toujours plus loin dans mes réflexions au gré de nos multiples échanges et de tous ses conseils avisés. Merci également de m’avoir fait découvrir et donné le goût de la sémiotique qui, j’en suis sûre, continuera de nourrir mes recherches tout au long de mon futur parcours. Je remercie Marine Royer pour la confiance qu’elle m’a accordée, ainsi que pour ses précieux conseils toujours justes et qui, tout au long des étapes de la recherche, ont permis de recadrer, nourrir et enrichir ma réflexion. Je remercie vivement Madame Anne Beyaert-Geslin, Professeur à l’Université de Bordeaux-Montaigne, Madame Stéphanie Cardoso, Maître de Conférences à l’Université de Bordeaux-Montaigne, Madame Frédérique Cuisinier, Maître de Conférences HDR honoraire, et Monsieur Alessandro Zinna, Professeur à l’Université de Toulouse-II-Jean-Jaurès, pour avoir accepté de faire partie de mon jury, d’évaluer mon travail et me faire l’honneur de leur présence à ma soutenance. Ces recherches sont aussi et surtout le fruit de toutes les personnes qui m’ont ouvert les portes de leur structure et qui m’ont permis de pouvoir réaliser mes observations dans des conditions optimales : merci à tout le personnel hospitalier, aux animateurs, aux instituteurs ainsi que tous les enfants avec qui j’ai pu discuter, jouer, imaginer, créer, et qui m’ont laissée, le temps d’un instant, re-goûter à la saveur de l’enfance en m’acceptant parmi les leurs. Je remercie l’ensemble des membres du laboratoire PROJEKT dans lequel j’ai pu mener mes travaux, pour m’avoir accueillie dans le monde de la recherche et m’avoir permis d’évoluer dans un cadre aussi bienveillant qu’inspirant. 6 J’en profite également pour remercier le personnel de l’Université de Nîmes qui a toujours su apporter des réponses à mes nombreuses sollicitations ; un grand merci en particulier à Carine Moulin-Farina qui, chaque jour, contribue à rendre meilleure la vie des doctorants d’Unîmes. Mes remerciements vont également aux professionnels et universitaires qui ont participé à mes Comités de Suivi Individuel et qui, chaque année, m’ont accordé leur temps, m’ont aiguillée, questionnée, conseillée, et ont porté un nouveau regard sur mes recherches : Béatrice Gisclard, MCF en design, Serge Caparos, MCF en psychologie cognitive, Marie-Julie Catoir- Brisson, MCF en sciences de l’information et de la communication, Marie Coirié, designer, Barbara Houbre, MCF en psychologie clinique, Anaïs Jacobs, psychologue clinicienne, et Karine Weiss, PR en psychologie sociale et environnementale. J’adresse également mes remerciements à Julien Borie, c’est d’abord parce qu’il m’avait fait confiance et qu’il avait cru en moi lorsqu’il était mon enseignant en DSAA que je suis là où j’en suis aujourd’hui. Je remercie aussi tous les étudiants du Master DIS d’Unîmes (promotions 2018-2019 et 2019-2020) pour avoir participé pleinement à ma réflexion tout au long de nos échanges et pour avoir suivi mes aventures doctorales de si près. Bien entendu, je remercie l’ensemble des doctorants du laboratoire pour leur soutien à toutes épreuves et parce que chacun à leur façon, ils ont contribué à rendre cette expérience encore meilleure. Je tiens particulièrement à remercier Zoé Bonnardot, qui me suit dans l’aventure depuis nos premiers balbutiements de chercheures en Master, pour les discussions infinies depuis cinq ans où elle a su me remonter le moral, me conseiller sur toutes mes requêtes, et surtout me faire rire aussi souvent que possible (P.S : J’avais pour mission d’intégrer le mot « confiture » dans mon manuscrit, c’est maintenant chose faite). Je remercie Karen Polesello, alias Buzz l’Éclair, pour avoir, telle une voyageuse de l’espace, parcouru des distances astronomiques entre Toulouse et Nîmes pour dormir sur mon canapé-lit aussi spatial qu’inconfortable : même si ses séjours étaient souvent plus rapides que la vitesse de la lumière, ils ont largement contribué à empêcher qu’un astéroïde ne rentre en collision avec ma planète- thèse. Je remercie Manon Ménard, déesse internationale de l’Ordre de Mission, pour sa bonne humeur intergalactique, sa gaîté exceptionnelle et son super-enthousiasme en toutes circonstances : un vrai rayon de soleil au quotidien et cela c’est fondamental ! Plus que de 7 simples compagnons de route, vous
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