La perception parentale de la pratique du bilan psychologique de l’enfant et de l’adolescent

The psychological assessment is a widespread approach in child and adolescent psychology, but few studies have examined the experiences of the main stakeholders during this process. This study was conducted among 105 parents consulting for their child in a psychological counseling centre, and investigated by ad-hoc questionnaires the dimensions that can be involved at different moments of the assessment: expectations and perceptions, motivation for change, working alliance, and satisfaction with care. The results highlight the importance of parents’ initial representations and the quality of first contact with psychologists. This study enhances our understanding of procedural elements little studied and yet determinant for the engagement of parents in the psychological assessment and the intervention that would follow.     

Les représentations mentales de l’enfant chez les parents : situation,illustrations et réflexions sur les catalyseurs de changements en évaluation thérapeutique de l’enfant

Therapeutic assessment of the child (TA-C) is a model of psychological assessment that allows for collaborative work with parents and child on their reasons for consultation, a collaboration that breaks away from a traditional double separation (parent/assessor, and assessor/therapist) in child assessment. This paper, grounded in a contemporary psychodynamic viewpoint, presents clinical illustrations to support a conceptualization of change processes in TA-C. It is argued that, in order to revitalize empathy in parents, work focusing on the parents’ mental representation of their child is central. We propose a hierarchy of assessment/therapeutic goals that allows for a better distinction between TA-C and standard assessment in work with children.     

Les représentations de l’entretien structuré chez les recruteurs

We studied recruiters’ representations of the structured interview. In Study 1, 90 recruiters were interviewed. They define “structure” mainly as a schema or list of questions. The terms “structured” and “unstructured” also have different connotations. This can create a social desirability bias in surveys on selection practices, causing an overestimation of the real prevalence of structured interviewing. In Study 2, 59 recruiters responded to a questionnaire. Attitudes towards structured interviews are positive, but representations diverge from scientific definitions, especially regarding unstructured interviews. Recruiters’ representations allow flexibility in practice while maintaining a positive self-image.     

Les enjeux de l’entreprenariat immigré

This article reviews the major findings of the scholarship on immigrant economies and critically analyses the use of the notion of ethnicity therein. It first presents the context and the opportunities of entrepreneurs (micro- and macro-context, support policies, transnationalism, informal economies), before describing the resources mobilized by businesspeople. These include, in particular, networks and ethnic/social capital, whose relationships with factors such as class, gender, culture, and social mobility are investigated. The article concludes by questioning the very notion of ethnic economies, arguing that it may lead to an over-ethnicisation of business practices within immigrant groups.     

Professionnalisation des assistantes familiales et intérêt de l’enfant accueilli

For 30 years, in France, foster care has been regulated by specific legislation which provides for the professionalization of one of the foster parents – the mother, more often than not. The authors – clinical psychologists – analyse the impact of the last legislation on foster care. A recent law aims to consider foster care as a job like any other, at the risk of underestimating the specificity of this social function, that is, offering to a child in trouble with his own family an ordinary living environment and the “ordinary” parenting skills of foster parents. The authors suggest ways to conceive the professionalization of foster parents in order that it will meet the child's interests and needs.     

Les livres de conseils : un moyen de réduire l’incertitude des candidats liée à l’entretien de sélection

The selection interview is a situation full of uncertainty for applicants. Not knowing precisely how they will be evaluated, they will thus try to gather information about interviews, mainly through media such as advice books. These books can participate in reducing applicants’ uncertainty: (1) by materializing the abstract concept that is the interview using metaphors, (2) by providing information about interview formats, and (3) by providing advices to prepare for the interview. This study investigates the presence of these three means in both French and English advice literature. It highlights that all three are used in general, that the last two means are the most frequent ones, and that several differences between the two literatures emerge. Implications for research and organizations are discussed.     

Les effets de l’écriture expressive sur la santé physique et psychologique des rédacteurs : un bilan,des perspectives de recherches

This review is organized in three sections in order to evaluate if expressive writing (namely, to report emotions and deep thoughts concerning positive or negative personal experiences) has a beneficial impact on the physical and psychological well-being of writers. Part 1 reviews studies that showed a beneficial influence of expressive writing. Part 2 is devoted to the examination of the theories for explaining the processes of emotional and cognitive regulation at work during writing disclosure (Disinhibition theory, Cognitive-processing theory, Self-regulation theory, Exposure theory). Findings of several meta-analyses designed to probe the power and validity of results and models are presented. The necessity of a better understanding of the processes by which expressive writing can transform emotional state and intrusive thoughts among writers is examined within the framework of concepts of cognitive psychology involved in writing productions. It is now crucial to use the knowledge of the cognitive approach of written productions for identifying the cognitive-emotional operations that are involved in disclosures and their dependency upon attentional resources of working memory.     

Modéliser l’évaluation des processus de changement en counseling d’orientation : une perspective constructiviste et intégrative

The purpose of this paper is to contribute to design models that are used to assess the effects of career counseling. The article is part of the constructivist perspective in the emerging new paradigm of counseling psychology in the 21st century. Dialogue is seen as the strategic point in the change process of intervention practices. Through an analytical synthesis of different theoretical and empirical work on dialogue and an exploratory study of its reflexive dimension, the article points out the contribution of constructivist approaches while suggesting a constructionist and integrative perspective. It thus opens a discussion on the relevance of an interdisciplinary approach for dialogic and reflexive phenomena involved in the self-transformation process.     

Quelques éléments de comparaison entre les politiques «d’intégration» de l’allemagne, du canada, de la france, de la grande bretagne, de l’italie et des pays-bas

In this article the author compares integration policies in some European countries and Canada. Despite the varying political or ideological wordings and histories all countries reviewed face similar social problems in the integration of migrants. Because public authorities act with pragmatism and without any strict theoretical model, policies are more comparable that one might suppose, although sometimes differences are marked. The article first points out the similarities in the policies of each country. Cultures and languages of origin, migrants’ associations, and unemployment are discussed briefly, as well as trianing of public servants, and struggle against racism, and urban segregation. A second section shows clear distinctions between the countries’ policies in two respects: politicization and relationships between searchers and policy-makers. The author then discusses several initiatives to improve integration using pre-existing programmes in other countries as examples. These include: welcome programmes for new immigrants, preschool programmes, dropout prevention programmes, globally conceived urban projects, as well decentralization of local authority, active local participation, and strong links with research work. The article concludes by supporting the thesis that no efficient integration policy can succeed if it does not strengthen the overall social link.     

Le LECPC version 1.1 : un logiciel d’étude de la compréhension du langage non littéral chez l’enfant

The purpose of this article is to present a new computerized system for studying nonliteral language comprehension in children: LECPC version 1.1, devoted more specifically to the understanding of indirect requests and idiomatic expressions. Nonliteral language exists when there is a difference between what a speaker says and the meaning he/she intends to transmit to the listener (e.g., saying “It's cold” to mean “Close the door”). In nonliteral language, the interaction context is crucial to understanding. LECPC version 1.1 is a methodological tool that can be used to incorporate the interaction situation into the study of language comprehension, in accordance with the requirements of experimental research. It is based on a story-completion paradigm, and looks and functions like a computer game. The system is well-suited to very young children, and is also applicable to a wide range of ages.     

Les processus psychologiques impliqués dans l’identité professionnelle des cadres

This study aims to explore the executives’ professional identity in terms of psychological processes referring to Dubar's (1992) professional identity model and ethos of work described by Mercure and Vultur (2010). The relational and biographical transactions proposed by Dubar were examined using six psychological scales (adaptability, protean career, well-being, motivation at work, organizational commitment, sense of work) from psychology of work and career guidance administered to 460 executives by means of an online questionnaire. We expected that these measures could explain the two identity transactions and allow distinguishing different types of executives. Factor analysis revealed two factors, each corresponding to a transaction. Cluster analyses update four distinct groups of executives that we compared to the six ethos of work from Mercure and Vultur. The discussion emphasizes the value our approach to improve our knowledge of professional identity and highlights the value of the results for career guidance practices and human resource management. Future research can extend this line by bridging the boundaries of the present study.     

Le processus d’intervention en santé au travail : éclairer les enjeux de l’action par un exercice de formalisation de l’activité

IntroductionThe quality of action in occupational health requires attention to its dynamic, for example analysing the activity of the intervenant consultant: what he manages to do in his activity and the obstacles he encounters.ObjectiveThis article proposes to feed the knowledge on the intervention from a qualitative approach and centered on the intervention process.MethodUsing the case study, the article shows the real of the intervention, its obstacles and the adjustments it imposes. The case studied is in a journal.ResultsThis intervention process shows the effects of variation caused by lack of accession and support from management and the trade unions, the difficulty of passing from knowledge to action.ConclusionThe difficulties have a function of revelation which the evaluation of the effects of an intervention can take into account.     

Les processus de coping et leur association avec l’auto-efficacité perçue chez des enseignants de suisse romande : résultats d’une étude préliminaire

Within the Swiss context of the present study, important on-going school reforms lead to new challenges and constraints for teachers. Thus, it is legitimate to question how teachers can deal with the difficulties inherent to their profession. The aim of the study was to explore the coping responses of 86 teachers (women = 70; men = 16; mean age = 38.9 ± 12.0), and to assess the possible relationships between those responses and teaching self-efficacy. Self-report questionnaires were administered between June 2016 and February 2017, with a return rate of 37.5%. Participants completed two questionnaires: the Ways of Coping Checklist (WCC) assessing five coping responses (solving problem, social support approbation, avoidance, positive reevaluation and self-blamed), and the Teachers’ Sense of Efficacy Scale (TSES) measuring three dimensions of teachers’ self-efficacy (for classroom management, instructional strategies and student engagement). The most frequent coping responses were social support approbation and solving problem. Positive reevaluation seemed to be used as an intermediate coping response for both women and men. Women were more likely to seek social support than men in order to deal with difficulties, whereas men did not report the use of specific process. Participants reported high levels of teaching self-efficacy, without significant difference between women and men. Moreover, teachers with high level of self-efficacy for classroom management and instructional strategies were less likely to use self-blamed and avoidance coping responses. Teachers with high level of self-efficacy for student engagement were also less likely to use self-blamed coping responses. Partial correlations with sex, age and years of experience as control variables were performed, and no variation was found. The findings of the present study demonstrate that social support approbation and solving problem are coping responses commonly used in our sample of teachers. The high levels of teaching self-efficacy and the lack of significant correlation between this variable, social support approbation and solving problem coping responses question us about the protective role of self-efficacy. It could be considered as a coping response, helping to appropriately overcome the difficulties linked to the teaching profession. Due to the important school reforms in Switzerland, pre-service teachers need resources and tools to deal with these new challenges. Further studies are necessary in order to better understand relationships between coping responses and teaching self-efficacy, and their potential protective or damaging effects.