Épuisement professionnel dans le milieu universitaire : autocompassion, connexion et art postal Self-compassion, Connection and Mail Art

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Publié-e : oct 14, 2026
DOI : https://doi.org/10.26443/crae.v52i1.2329
Mots-clés :
Academic Burnout, Mail Art, Self-Compassion, Arts and Wellbeing, Maslach’s Burnout Inventory

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Haley Toll
St. Stephen's College
Cecile Badenhorst
Memorial University
Heather McLeod
Memorial University

Résumé

En raison des pressions institutionnelles qui caractérisent les environnements universitaires néolibéraux, les membres du corps professoral connaissent une augmentation de l’épuisement professionnel. Pour faire face à ces expériences d’épuisement professionnel, deux professeurs et une chercheuse universitaire en début de carrière ont examiné les trois principes fondamentaux du cadre de l’autocompassion au moyen d’une démarche fondée sur les arts. Nous avons créé des images sous forme de cartes postales, nous les avons envoyées par la poste les uns aux autres et avons étudié nos expériences à l’aide de l’Inventaire d’épuisement professionnel de Maslach (Maslach’s Burnout Inventory). Nous avons analysé des récits écrits portant sur la création artistique, la réception des œuvres et les réponses aux évaluations, à la lumière du cadre de l’autocompassion. Nous avons constaté que la création d’art postal favorisait des espaces propices à la bienveillance envers soi-même et à la pleine conscience. La réception et la discussion de notre art postal ont renforcé nos liens relationnels et réduit le sentiment d’isolement. Nous recommandons que les recherches futures explorent la création artistique axée sur l’autocompassion tout en intégrant des outils d’évaluation.

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Toll, H., Badenhorst, C., & McLeod, H. (2026). Épuisement professionnel dans le milieu universitaire : autocompassion, connexion et art postal: Self-compassion, Connection and Mail Art. Revue Canadienne d’éducation Artistique, 52(1), 173–191. https://doi.org/10.26443/crae.v52i1.2329
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Vol. 52 No. 1 (2026): Reconnexions : art, éducation et avenirs inclusifs
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Articles
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Bibliographies de l'auteur-e

Haley Toll, St. Stephen's College

Haley Toll, Ph. D., RP, CCC, RCAT, est art-hérapeute, artiste, chercheuse et pédagogue. Elle possède plus de treize années d’expérience clinique acquise au Canada, au Botswana, en Thaïlande et en Mongolie. Sa pratique comprend notamment l’accompagnement de personnes ayant vécu des traumatismes liés à la relocalisation, à un diagnostic de cancer ou de VIH, aux violences sexuelles ainsi qu’à diverses transitions de vie. À l’échelle internationale, elle a assuré la formation de personnes professionnelles et étudiantes en santé mentale dans les domaines de l’art-thérapie, de counseling éclairée par les arts et d’intervention en situation de crise. Elle est rédactrice en chef de la Revue canadienne d’art-thérapie et a été présidente de l’Association canadienne d’art-thérapie. Ses recherches s’articulent autour de l’art-thérapie interculturelle et la recherche fondée sur les arts, avec une attention particulière portée aux femmes nouvellement arrivées. Elle a reçu la Médaille d’or du Gouverneur général ainsi que la Bourse d’études supérieures du Canada Joseph-Armand Bombardier : Doctorat. Elle a prononcé la conférence principale du Refugee Health Symposium de l’Université Memorial et a été coconférencière principale au congrès de l’Association canadienne d’art-thérapie. Elle enseigne au Collège St-Stephen’s et au Martin Luther University College. Haley Toll réside à Accra, au Ghana.

Cecile Badenhorst, Memorial University

Cecile Badenhorst est professeure au programme d’éducation des adultes et d’enseignement postsecondaire de la Faculté des sciences de l’éducation de l’Université Memorial de Terre-Neuve, au Canada. Ses recherches et ses publications portent notamment sur la formation doctorale, l’écriture au doctorat, l’écriture aux cycles supérieurs, les pédagogies relatives à la rédaction de thèses et de publications, les littératies universitaires ainsi que les pratiques d’écriture du corps professoral. Ses travaux s’appuient sur des méthodologies qualitatives fondées sur les arts et poststructuralistes. Elle est l’autrice de trois ouvrages consacrés à l’écriture aux cycles supérieurs : Research Writing (2007), Dissertation Writing (2008) et Productive Writing (2010). Elle est également corédactrice de Research literacies and writing pedagogies for Masters and Doctoral writers (Brill, 2016) et Re-imagining Doctoral Writing (WAC, 2021).

Heather McLeod, Memorial University

Heather McLeod, Ph. D., est professeure titulaire à la Faculté des sciences de l’éducation de l’Université Memorial de Terre-Neuve. Elle a reçu plusieurs distinctions à l’échelle nationale, universitaire et facultaire pour son enseignement et ses contributions au développement curriculaire. Elle enseigne les arts visuels ainsi que diverses disciplines connexes et a précédemment occupé les fonctions de vice-doyenne aux programmes de premier cycle. Elle a également été rédactrice en chef de la Revue canadienne d’éducation artistique et directrice des publications pour la Société canadienne d’éducation par l’art. Les recherches d’Heather McLeod mobilisent des approches qualitatives et fondées sur les arts, notamment l’enquête poétique. Elle s’intéresse aux démarches de recherche narratives et fondées sur les arts qui permettent d’explorer la qualité de vie sur les campus universitaires contemporains. Un projet récent, Lessons of the Land: New Genre Arctic Art and Land-based Learning, financé par l’Université de l’Arctique, s’est déployé à l’échelle internationale. Au cours de sa carrière, elle a œuvré dans le milieu scolaire, au sein de l’administration publique ainsi que pour la Fédération des enseignantes et enseignants de la Colombie-Britannique.

 

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