Abstract

The design and implementation of a "relay-facilitator" training course in the field of oncology are essentially aimed at prevention and at supporting people with cancer. Is it possible to achieve professional recognition for relay-facilitators in the field of oncology? The hypothesis was that it is possible to relate to others by supporting them and by referring to their personal history as much as to their own relationship to the disease, by adopting a reflexive posture influenced by experiential learning and professionalism. Thus, we will show how the relationship with others passes through a form of practical and ethical singularity carried by a desire to recognize knowledge and know-how.