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<p>This article presents a training course in facilitation skills for Creative Focus-Groups using Intermediate Objects (CFGIO). It is aimed at students at the end of their psychology studies, who will be required to use this type of methodology in the course of their professional careers. The CFGIO is a participative methodology that draws on the expertise, creativity, and collective intelligence of the members present. The facilitation training presented is based on practice and reflexivity. The reflective activity mobilizes (1) the transcription of the collective activity carried out by the trainees; (2) the use of self-reported data, peer-generated data, and peer-to-peer exchanges; (3) an advocacy-inquiry associated with this sub-family of facilitation, which represents one of the distinctive features of our study; and (4) a guide to the reflective approach, comprising several sections—each section includes a series of open questions. It has been successfully tested with three classes of Master 2 students in Social Psychology of Work and Organizations. The results show that the training enables students to become aware of their weaknesses and strengths and to find solutions to improve their behavior. Furthermore, it allows them to engage in reflective practice.</p>

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Training in creative focus group around intermediary object facilitation based on reflexivity

  • 期刊论文

  • 发表日期：

    2025年8月11日

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  • V. Saint-Dizier de Almeida,
  • Y. Kebir,
  • A. Garrigou

摘要

This article presents a training course in facilitation skills for Creative Focus-Groups using Intermediate Objects (CFGIO). It is aimed at students at the end of their psychology studies, who will be required to use this type of methodology in the course of their professional careers. The CFGIO is a participative methodology that draws on the expertise, creativity, and collective intelligence of the members present. The facilitation training presented is based on practice and reflexivity. The reflective activity mobilizes (1) the transcription of the collective activity carried out by the trainees; (2) the use of self-reported data, peer-generated data, and peer-to-peer exchanges; (3) an advocacy-inquiry associated with this sub-family of facilitation, which represents one of the distinctive features of our study; and (4) a guide to the reflective approach, comprising several sections—each section includes a series of open questions. It has been successfully tested with three classes of Master 2 students in Social Psychology of Work and Organizations. The results show that the training enables students to become aware of their weaknesses and strengths and to find solutions to improve their behavior. Furthermore, it allows them to engage in reflective practice.