Career education in france: New objectives and new methods

The objective of French vocational counselling services has changed in recent years from that of matching young people with the occupation to which they are best suited, to that of teaching individuals how to construct career goals. This paper presents a historical overview of career education techniques in France. In particular, it outlines the ADVP (Activation of Personal and Vocational Development) method, the first to have a major impact. Among the other techniques discussed are the PPPP (Psychopedagogy of Personal and Career Planning) and the DAPP (Discovery of Employment Activities and Personal Plans): the former closely resembles the ADVP but is founded on the work of Wallon; the second - based on cognitive dissonance theory - aims at encouraging students to reflect upon and involve themselves in the process of increasing their chances of acquiring the necessary qualifications for the professional activities to which they aspire. The principles underlying these three methods are examined, as is the research conducted to assess their effectiveness.     

An assessment of appraisal,anxiety, coping,and procrastination during an examination period

High School students responded to an inventory which included dispositional measures of procrastination and social evaluation trait anxiety. Subsequently, and 7 days prior to their first examination (Stage 1), each of the 40 female and 23 male students completed measures of state anxiety, perception of the stressor situation, and ways of coping, all with regard to their approaching exam period. These judgments were repeated 1 day prior to their first examination (Stage 2), and again 5 days after their last examination (Stage 3). Correlational analyses indicated that threat and harm perceptions were highly positively related to state anxiety, whereas challenge and gain were moderately and negatively related. State anxiety was linked to emotion-focused coping, but was independent of problem-focused coping. In an analysis of variance, high procrastination, high trait anxious subjects felt the least challenged at Stage 1. In a ‘maverick’, post hoc analysis, high procrastinators were more likely than low procrastinators at each stage to promise themselves ‘that things will be different next time’. Discussion included an assessment of the need for specificity when using the Ways of Coping (Folkman and Lazarus, 1985) scale.     

Reflexivity in life design interventions: Comments on life and career design dialogues

Papers published in the Symposium on Reflexivity in Life Design Interventions show that narrative innovation develops from a focus on structuring the past to increased engagement in projecting some future prospects. Counselees are energized by the interventions: They become more self-determining. All operations involved in the interventions (basically: telling someone about different life elements identified by the person as important because they are emotionally invested) allows a passage from emotion to cognition (or more precisely: a passage from a felt - emotional - temporal continuity to an expressed temporal continuity), which determines a meaning of life for the concerned person (or a meaning of a fraction of his/her life). The dialogic interactions at work in counseling interventions appear to be the fundamental factor that fostered reflexivity and led to these changes: the situation of dialogical counseling - because of its specific characteristics - stimulates the use of cognitive processes of interpretation, which appear to be the key factor determining the changes.     

Les habiletés et régulations motrices au cours de l'escalade et de la descente d'un escalier hélicoïdal chez des enfants de 17 à 27 mois

Nous rapportons dans cet article des données nouvelles sur les comportements d'escalade et de descente d'un escalier hélicoïdal par 12 enfants, dans un local spécialement aménagé. Âgés entre 17 et 21 mois au début de la recherche, ils ont été répartis en deux groupes: pour l'un, la première marche était triangulaire; pour l'autre, quadrangulaire. Les měmes enfants ont été étudiés entre 23 et 27 mois dans les měmes conditions et selon le měme protocole, mais avec une inversion de la configuration de la première marche. On observe que: (1) dès la classe d'âges de 17 à 21 mois, les enfants des deux groupes privilégient le pied droit pour attaquer la première marche, avec le plus souvent alternance des deux pieds sans diminution du pas et sans arrět; (2) la configuration de la première marche joue un rôle significatif dans la fréquence de choix du pied d'attaque en début d'escalade et en fin de descente; (3) les comportements en fin d'escalade et en début de descente apparaissent influencés par la configuration du sommet de l'escalier et par la configuration de la première marche d'escalade; (4) entre 23 et 27 mois, l'influence des facteurs de développement est particulièrement nette en début d'escalade et en fin de descente; (5) les comportements en fin d'escalade et en début de descente apparaissent influencés par une combinaison de facteurs de développement, de la configuration du sommet de l'escalier, des expériences individuelles au début de l'escalade et des expériences individuelles au cours de la première partie de l'étude.     

Short-term stability of aggression,peer rejection,and depressive symptoms in middle childhood

This study investigated the short-term stability of teacher-rated aggression, peer-rated rejection, and peer-rated depressive symptoms in 478 elementary school children from 25 classrooms (first to third grades) in two geographical areas. Children who presented specific combinations of aggression, rejection, and depressive symptoms were tracked to determine the stability of these combinations from the beginning (Time 1) to the end (Time 2) of the school year. In addition, aggression, rejection, and depressive symptoms were treated as risk factors, and children were classified as displaying zero, one, two, or three risk factors at Times 1 and 2. Of the three risk factors, aggression appeared to be the most stable. Three-quarters of children who presented aggression at Time 1 (either alone or in combination with the other risk factors) were found to continue to have elevated levels of aggression at Time 2. Although specific combinations of aggression, rejection, and depressive symptoms were not very stable over time, the number of risk factors a child displayed at Time 1 was a good predictor of the number of risk factors the child displayed at Time 2. Stability of risk factors was comparable as a function of child gender and ethnicity.This study was supported by National Institute of Mental Health grant MH48018.     

Family Therapy in France: A Brief Overview

The major issues in contemporary family therapy in France are described: Difficult beginnings, the practice of family therapy today, training and professionalisation, organization for family therapy, journals and publishing, and perspectives for family therapy in France.A psychiatrist, Head of Hospital Psychiatric and Mental Health Center near Paris (Ville Evrard. France 93330) and a family therapist     

The EARLY ALLIANCE Prevention Trial: An Integrated Set of Interventions to Promote Competence and Reduce Risk for Conduct Disorder, Substance Abuse, and School Failure

Describes the EARLY ALLIANCE interventions, an integrated set of four programs designed to promote competence and reduce risk for early-onset conduct disorder, substance abuse, and school failure. These interventions are evaluated as part of a prevention trial that begins at school entry and targets child functioning and socializing practices across multiple contexts (school, peer group, family) and multiple domains (affective, social, and achievement coping-competence). The paper presents the conceptual foundation of the four interventions, including a synopsis of the risk and protective factors associated with conduct disorder and related outcomes, and of the coping-competence model driving EARLY ALLIANCE. The developmental rationale, intended impact, and procedures are described for each intervention: a universally administered classroom program and indicated, peer, reading-mentoring, and family programs. Interventions are currently being tested in a prevention trial, which is briefly summarized.     

On the coding of spatial information

Two experiments studied recall of objects and their locations in an intentional-incidental learning paradigm. When studying spatial information, the usual incidental condition is not truly incidental, because subjects often deliberately use locations to help organize objects for recall. Therefore, a true incidental task was devised in which neither objects nor locations were expected to be recalled and for which explicit encoding of locations was irrelevant. There was only a small loss in recall of objects or their locations in a true incidental condition. It was concluded that a great deal of location information is automatically coded into long-term memory storage in the sense that active processing is not required. The data were contrasted with incidental processing of other attributes, such as color. Although adults performed better than children, there were no age-related interactions, indicating similarity of functioning at all ages studied.