Perceptions de la douance chez les élèves doués dans un centre de services scolaires québécois

This study aims to explore the perceptions of giftedness among 24 gifted students aged 6 to 11 from a Quebec School Board. Subject to an exploratory lexical analysis (using ALCESTE software) and a thematic analysis (using NVivo software), the results highlight the inherent plurality of perceptions of giftedness within a group of gifted students. In addition, the intellectual and socioaffective dimensions are at the heart of how these students perceive their status as gifted children/students. Questioning the perceptions of giftedness with this population allows us to consider the reality of these young people in all its diversity but also highlights their particular needs.     

Étude de la représentation sociale du droit chez des enseignants,des juristes et des collégiens de classe de troisième : un préalable à l’éducation civique,juridique et sociale au lycée

For a few years civic education has been present at all the levels of the school. Legal and social civic education in college particularly takes support on legal contents. This teaching is entrusted to the teachers but the intervention of professionals of the law to support the teaching action is necessary. The study of the social representations of the “Law” of three populations, the pupils of third class, the teachers and the lawyers, shows however that those represent the social object “Law” differently. Consequently the communication between these groups could be proved to be unfruitful.     

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.     

L’évaluation du risque et des besoins criminogènes à la lumière des données probantes : une étude de validation de la version française de l’inventaire de niveau de service et de gestion des cas – LS/CMI

IntroductionInstruments of the LS family are among the world's most widely used risk assessment instruments.ObjectiveThis study is testing the psychometric properties of the French version of the Level of Service/Case Management Inventory (LS/CMI; Andrews, Bonta, & Wormith, 2004).MethodReliability and predictive validity of the scales, as well as the total scale are tested on a sample of 3682 offenders (301 women and 3381 men) serving a sentence of less than two years.ResultsResults indicate psychometric properties consistent with the English version. Internal consistency, exploratory factor analysis, and predictive validity are good.ConclusionThe current French version of the LS/CMI is a reliable and valid instrument to assess risk for recidivism, and is a solid foundation to support correctional treatment implementation.