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This article considers the factors that contribute to the psychosocial arduousness of teaching in France, with a focus on preservice teachers and the strategies they deploy during their first year of work. Within the theoretical framework of the social psychology of health and a psychodynamic approach to work, this study offers an original view of the relationship between coping strategies, defense mechanisms and professional attrition. Proposals are made to reduce attrition through the primary prevention of psychosocial risks during the first school assignment via continuing teacher education, in addition to the resources available at the end of initial education at the university

This article examines a method of evaluating psychosocial risk (PSR) based on Karasek’s model by taking into account the subject at work in the assessment of psychological health risk factors. The case under study concerns the introduction of a quality approach and its impact on women who work in the employment assistance sector and who accompany earned income supplement (EIS) recipients in their search for gainful employment. Using ergonomic analysis of work situations and activities, this longitudinal study of the real work activities of these employees provides insight into the multifactorial generation of work stress linked to seemingly “irrelevant” management decisions. The results also document the deleterious effects of a loss of the power to act and of a lack of discussion concerning the criteria for well-done work. Possible applications for these results in primary prevention are proposed.