R10c. Liste de profils de compétences pour la pair-aidance en santé mentale et addictions (bibliographie annotée)

Une dizaine de profils de compétences pour exercer la fonction de pairs-aidant en addictions et/ou santé mentale

14774419 9AJ954LK 1 iso690-author-date-fr 50 creator asc 1 256951 https://hopital-addictions.ch/wp-content/plugins/zotpress/

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BLOCK, Anna et WATERHOUT, Nanette, 2022. European standards for peer supporter: Differentiated competence profiles for the peer workers (IO3) [en ligne]. Germany : Grone-Bildungszentrum für Gesundheits- und Sozialberufe GmbH & GGZ Noord Holland Noord. Disponible à l’adresse : https://www.grone.de/erasmus-european-profile-for-peer-support-workers/

Ce document, produit dans le cadre d’un projet Erasmus+ intitulé « European Standards for Peer Supporters » et impliquant six partenaires européens (Allemagne, Pays-Bas, Pologne, Grèce, Norvège), propose un profil de compétences différencié pour les pair-aidants en santé mentale, structuré sur deux niveaux (correspondant aux niveaux 4 et 5 du Cadre européen des certifications). Le document s’appuie sur le référentiel néerlandais BCP-E (Trimbos, 2013) et organise le rôle autour de trois missions centrales : le soutien aux processus individuels de rétablissement, la contribution à l’organisation de soins orientés vers le rétablissement, et l’influence émancipatoire sur les processus sociaux pour lutter contre la stigmatisation. Ces missions se déclinent en 14 tâches réparties entre trois domaines (client, organisation, profession), auxquelles correspondent huit compétences génériques — dont l’écoute sans jugement, la réflexivité, la confiance dans le rétablissement — et sept compétences spécifiques, notamment l’utilisation de son propre vécu de manière habilitante, la collaboration multiprofessionnelle et l’autocontrôle. Le profil inclut également des domaines de connaissances théoriques, pratiques et contextuelles destinés à fonder un curriculum de formation, avec pour ambition d’harmoniser les standards européens dans un domaine encore largement non réglementé.

CSSC et SUNDERLAND, Kim, 2013. Lignes directrices relatives au soutien par les pairs – Pratique et formation [en ligne]. Calgary : Commission de la santé mentale du Canada. Disponible à l’adresse : https://www.mentalhealthcommission.ca/wp-content/uploads/drupal/Peer_Support_Guidelines_FRE_0.pdf

Ce document a été élaboré à partir de consultations nationales auprès de pairs aidants à travers tout le Canada, il se compose de deux volets complémentaires : le volet Pratique définit les valeurs fondamentales du soutien par les pairs (espoir, autodétermination, réciprocité, empathie, rétablissement), les principes directeurs, ainsi que les compétences et qualités personnelles attendues des pairs aidants — qu’ils aient un vécu personnel de maladie mentale ou qu’ils soient proches d’une personne concernée ; le volet Formation précise les thèmes à couvrir dans les programmes de formation, organisés autour de trois grands axes : les principes fondamentaux du soutien par les pairs (rétablissement, autodétermination, pratique fondée sur le traumatisme, déontologie), le contexte social et historique (stigmatisation, diversité, déterminants sociaux de la santé), et les concepts et méthodes favorisant des relations efficaces (communication interpersonnelle, établissement de la relation, gestion des crises, résilience). L’ensemble repose sur une conception du rétablissement comme processus global, centré sur la personne et axé sur la qualité de vie, en complémentarité — et non en substitution — des soins cliniques.

FPEA, 2024. Référentiel activités compétences et référentiel de certification (V10) [en ligne]. Paris : France Patients Experts Addictions. Disponible à l’adresse : https://fpea.fr/fpea/index.php/cpea/

Ce document présente le référentiel de la Certification de Patient-Expert Addictions (CPEA), élaboré par l’association France Patients Experts Addictions (FPEA) en partenariat avec l’AP-HP (Centre Picpus). Il vise à formaliser et valoriser les savoirs expérientiels des patients-experts en addictologie (PEA) — personnes ayant vécu une addiction et un rétablissement — en les traduisant en compétences certifiables, dans le but de légitimer leur rôle auprès des professionnels et de sécuriser leur intégration dans les dispositifs de soins et d’accompagnement. Le parcours certifiant comprend trois étapes (recevabilité, formation individualisée, certification par jury mixte), et débouche sur la validation de sept compétences-clés : communiquer et conduire une relation avec les patients/usagers, analyser sa pratique dans un contexte de sécurité émotionnelle, orienter dans le parcours de soins, collaborer au sein d’équipes pluridisciplinaires, contribuer à des actions de prévention, informer et former des publics variés, et s’inscrire dans le partenariat en santé. Ce référentiel constitue une première étape vers l’harmonisation des compétences des PEA en France et l’émergence d’un langage commun spécifique à ce rôle encore non réglementé. N.B. Bien que ce document ne concerne pas directement les pairs-aidants en addictions, il désigne des compétences (pp. 6-8) potentiellement applicables à ceux-ci.

NHS, 2020. The Competence Framework for Mental Health Peer Support Workers. Part 1: Supporting document [en ligne]. National Health Service. Workforce, Training and Education. Disponible à l’adresse : https://www.hee.nhs.uk/our-work/mental-health/new-roles-mental-health/peer-support-workers

Ce document est le cadre de compétences pour les pairs-aidants en santé mentale (Mental Health Peer Support Workers), publié en 2020 par Health Education England et le NCCMH. Il présente la définition et les origines du rôle, ancré dans le mouvement des usagers et survivants, et organise les compétences en plusieurs domaines : valeurs et principes fondamentaux (inclusion, respect, réciprocité, mutualité), compétences relationnelles, soutien au rétablissement personnel, travail en équipe et promotion des droits, ainsi que compétences organisationnelles. Il insiste sur la tension entre la nature essentiellement relationnelle du rôle et sa professionnalisation, défend une approche non directive et centrée sur le rétablissement défini par la personne elle-même, et fournit aux organisations des orientations concrètes pour recruter, superviser et soutenir les pairs-aidants tout en évitant la dérive vers des tâches cliniques hors de leur champ.

NHS, 2020. The Competence Framework for Mental Health Peer Support Workers. Part 3: Curriculum [en ligne]. National Health Service. Workforce, Training and Education. Disponible à l’adresse : https://www.hee.nhs.uk/our-work/mental-health/new-roles-mental-health/peer-support-workers

Ce document est la troisième partiedu Cadre de compétences pour les pair-aidant·e·s en santé mentale (NHS/Health Education England, 2020). Il présente le curriculum de formation structuré en cinq sections : les savoirs fondamentaux (valeurs du pair-soutien, santé mentale, soins tenant compte des traumatismes, cadres légaux et éthiques), les compétences relationnelles et communicationnelles (approches orientées rétablissement, partage de l’expérience vécue, écoute active, travail avec la différence), le travail en partenariat (soutien au rétablissement personnel, accès aux soins, travail en équipe, promotion des droits), l’autosoins et la supervision, et enfin des compétences optionnelles (approches psychologiques, travail en groupe, interventions numériques). Chaque unité détaille les compétences attendues, les objectifs pédagogiques et les modalités d’apprentissage, avec une forte emphase sur la pratique réflexive, l’expérience vécue comme ressource centrale, et l’intégration de la supervision tout au long de la formation.

NHS, 2020. The Competence Framework for Mental Health Peer Support Workers. Part 2: Full list of competences [en ligne]. National Health Service. Workforce, Training and Education. Disponible à l’adresse : https://www.hee.nhs.uk/our-work/mental-health/new-roles-mental-health/peer-support-workers

Ce document est la troisième partiedu Cadre de compétences pour les pair-aidant·e·s en santé mentale (NHS/Health Education England, 2020). Il constitue la liste complète des compétences du cadre pour les pairs-aidants en santé mentale. Il est organisé en neuf domaines : les valeurs et principes fondamentaux de la pair-aidance ; les connaissances nécessaires (santé mentale, soins tenant compte des traumatismes, services locaux, cadres légaux, confidentialité, protection et prévention du suicide) ; les compétences relationnelles de base (rétablissement, partage de l’expérience vécue, relation mutuelle et réciproque, écoute active, travail avec la différence) ; le soutien au rétablissement personnel, aux activités signifiantes, aux stratégies d’adaptation et aux transitions de soin ; le travail en équipe et la promotion des droits ; les compétences d’autosoins et d’utilisation de la supervision ; les méta-compétences de jugement et d’autoréflexion ; des compétences optionnelles sur les approches psychologiques, le travail de groupe et les outils numériques ; et enfin les compétences organisationnelles relatives au recrutement, à l’intégration et à la supervision des pairs-aidants.

PEER SUPPORT CANADA, 2025. Required Competencies of Peer Supporters [en ligne]. 2025. Disponible à l’adresse : https://peersupportcanada.ca/wp-content/uploads/2025/01/Required-Competencies.pdf

Ce document de Peer Support Canada recense les onze compétences requises des travailleurs pairs pour l’obtention de la certification nationale, en cohérence avec les lignes directrices de la Commission de la santé mentale du Canada. Ces compétences portent sur les relations interpersonnelles, l’attitude (bienveillance et empathie non jugeante), la communication (écoute active, langage axé sur le rétablissement), la pensée critique, le sens de l’espoir, la gestion de soi et la résilience, la flexibilité et l’adaptabilité, la conscience de soi et la confiance, l’initiative et l’engagement, le travail en équipe, ainsi que l’apprentissage continu. Ensemble, ces compétences définissent le profil attendu d’un pair aidant authentique, capable de soutenir autrui tout en prenant soin de lui-même et en s’inscrivant dans une dynamique de croissance personnelle et professionnelle durable.

SAMHSA, 2023. Chapter 3—Peer Worker Core Functions in Substance Use Disorder Treatment and Recovery Support. In : Incorporating Peer Support Into Substance Use Disorder Treatment Services [Internet] [en ligne]. Rockville, U.S. : Substance Abuse and Mental Health Services Administration (US). pp. 37‑92. Disponible à l’adresse : https://www.ncbi.nlm.nih.gov/books/NBK596270/

Le chapitre 3 du TIP 64 (SAMHSA 2023) décrit un ensemble structuré de compétences que doit maîtriser le travailleur pair, organisées autour de quatre dimensions : les connaissances (effets des substances, trauma, troubles co-occurrents, stades du changement, capital de rétablissement, réactivité culturelle, entretien motivationnel), les valeurs (espoir, authenticité, honnêteté, respect, tolérance, approche centrée sur la personne, focus sur les forces, éthique professionnelle), les compétences relationnelles et pratiques (écoute empathique, questionnement habile via les techniques OARS, curiosité authentique, partage de l’histoire de rétablissement, construction de la sécurité physique et émotionnelle, co-élaboration d’un plan de rétablissement couvrant huit dimensions de bien-être, développement des habiletés de vie et sociales, résolution de problèmes, navigation vers les ressources, advocacy individuelle, facilitation de groupes) et les compétences communautaires (connaissance des structures de rétablissement de type RCC/RCO/ROSC, cartographie des ressources communautaires, advocacy collective, développement du leadership). L’ensemble de ces compétences repose sur le socle irremplaçable de l’expérience vécue du peer specialist, et leur exercice efficace est conditionné par un auto-soin rigoureux et une supervision régulière.

SAMHSA, 2023. PEP23-10-01‑001 : National Model Standards for Peer Support Certification [en ligne]. Rockville, U.S. : Substance Abuse and Mental Health Services Administration. Disponible à l’adresse : https://web.archive.org/web/20250619153117/https://library.samhsa.gov/sites/default/files/pep23-10-01-001.pdf

Ce document publié par la SAMHSA (Substance Abuse and Mental Health Services Administration) en 2023 et mis à jour en 2025 propose onze standards nationaux modèles pour la certification des travailleurs pairs dans le domaine de la santé mentale et des addictions aux États-Unis. Développés en collaboration avec un panel d’experts incluant des pairs certifiés, ces standards couvrent des domaines clés tels que l’authenticité et l’expérience vécue, la formation (40 à 60 heures recommandées), les examens de certification, l’éducation formelle, l’expérience professionnelle supervisée, les vérifications des antécédents judiciaires, les voies de rétablissement, l’accessibilité pour tous, l’éthique, les coûts et les frais, ainsi que la supervision par les pairs. L’objectif central est de promouvoir une plus grande cohérence et réciprocité entre les certifications des différents États américains, tout en réduisant les barrières à l’entrée dans la profession et en garantissant la qualité des services offerts par les travailleurs pairs.

SAMHSA – BRSS TACS, 2015. Core Competencies for Peer Workers in Behavioral Health Services [en ligne]. Rockville, U.S. : Substance Abuse and Mental Health Services Administration. Disponible à l’adresse : https://web.archive.org/web/20260222145505/https://www.samhsa.gov/sites/default/files/core-competencies-peer-workers-behavioral-health-services.pdf

Ce document de la SAMHSA (2015, mis à jour en février 2026) définit les compétences clés (Core Competencies) pour les pair-aidants en santé comportementale — santé mentale et addictions. Organisées en 12 catégories, ces compétences couvrent l’ensemble du rôle : établir des relations de soutien, partager son vécu de rétablissement, personnaliser l’accompagnement, soutenir la planification du rétablissement, orienter vers les ressources, éduquer à la santé et au bien-être, gérer les crises, communiquer efficacement, travailler en équipe, promouvoir les droits et le plaidoyer, et s’engager dans son propre développement professionnel. Le document s’appuie sur cinq valeurs fondatrices — orientation vers le rétablissement, centrage sur la personne, volontariat, relation de confiance, et approche sensible aux traumatismes — et vise à guider la formation, la certification et l’évaluation des pair-aidant·e·s, sans pour autant constituer une barrière à l’entrée dans la profession.

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