Les pratiques professionnelles au cœur de la crise dans la gestion de l’urgent : l’exemple de la crise du COVID-19

Our organisations have been severely shaken by the COVID-19 pandemic and the world of work has not been spared. Only essential activities continued in order to maintain a minimum level of functioning, just like in hospitals or in local authorities. During the first five months of the crisis in 2020 (from March to July), 34 interviews were conducted in these two public service entities in order to examine the management of urgent matters in the light of “activity” and at the heart of the crisis. The results show that while the emergency is mainly managed by an improvisation activity based on the intuition of the actors in the field, the crisis is managed by governance in a rational manner leading to the drafting of procedures after the event. This crisis situation pushed organisations to reconfigure themselves in an emergency, allowing the development of new professional practices. The strategies of damage control and proceduralization will be discussed. Perspectives are opened on the questions of training for these crisis situations against a background of developing presumption of ignorance.     

The educational pyramid: A model for community intervention

Urban adolescents represent a group who are at special risk for a variety of psychological and behavioral problems. A life skills program was implemented with middle and high school students, using an educational pyramid approach to maximize the ecological appropriateness of the intervention and to increase the likelihood that the program will be continued with progressively lessened university facilitation. Additionally, the educational pyramid offers the opportunity for all participants—university faculty, graduate students, collaborating professionals in the community, and high school leaders—to be both teachers and learners.     

Intuitions about sample size: the empirical law of large numbers

According to Jacob Bernoulli, even the ‘stupidest man’ knows that the larger one's sample of observations, the more confidence one can have in being close to the truth about the phenomenon observed. Two-and-a-half centuries later, psychologists empirically tested people's intuitions about sample size. One group of such studies found participants attentive to sample size; another found participants ignoring it. We suggest an explanation for a substantial part of these inconsistent findings. We propose the hypothesis that human intuition conforms to the ‘empirical law of large numbers’ and distinguish between two kinds of tasks–one that can be solved by this intuition (frequency distributions) and one for which it is not sufficient (sampling distributions). A review of the literature reveals that this distinction can explain a substantial part of the apparently inconsistent results. © 1997 John Wiley & Sons, Ltd.     

Testing Measurement Invariance of the Dark Triad Dirty Dozen in a Belgian Adult Sample

The Dirty Dozen (Jonason & Webster, 2010) is a frequently used concise version of the Dark Triad to measure three socially aversive personality traits: Machiavellianism, psychopathy and, narcissism. The present study has examined measurement invariance in a sample of Belgian adults. The present study aims to assess measurement invariance of the Dutch version of the Dirty Dozen measure across gender in a large city-based representative adult sample in Belgium (N = 1587). Multi-group first-order confirmatory factor analysis for categorical indicators was utilized. In addition, unique associations between Dirty Dozen traits, trait self-control and, acceptance of illegitimate norms were examined in a series of structural equation models. Results indicated that the internal consistency of the Dirty Dozen subscales was good for Machiavellianism (α = 0.80) and narcissism (α = 0.80), but modest for psychopathy (α = 0.64). The hypothesized three correlated factors model with separate factors for Machiavellianism, psychopathy and, narcissism provided a poor fit for men and women. Invariance testing across gender showed evidence for weak invariance only, indicating that the underlying latent factors are measured the same way with the same metric in the two populations. However, we were not able to establish strong measurement invariance. Observed group differences should be interpreted with caution. Furthermore, Machiavellianism and psychopathy were strongly associated with trait self-control in both men and women. Strong correlations were found between acceptance of illegitimate norms and Dirty Dozen traits, Machiavellianism and, psychopathy, but not with narcissism.     

Naming and categorization in young children: IV: listener behavior training and transfer of function

Following pretraining with everyday objects, 14 children aged from 1 to 4 years were trained, for each of three pairs of different arbitrary wooden shapes (Set 1), to select one stimulus in response to the spoken word /zog/, and the other to /vek/. When given a test for the corresponding tacts ("zog" and "vek"), 10 children passed, showing that they had learned common names for the stimuli, and 4 failed. All children were trained to clap to one stimulus of Pair 1 and wave to the other. All those who named showed either transfer of the novel functions to the remaining two pairs of stimuli in Test 1, or novel function comprehension for all three pairs in Test 2, or both. Three of these children next participated in, and passed, category match-to-sample tests. In contrast, all 4 children who had learned only listener behavior failed both the category transfer and category match-to-sample tests. When 3 of them were next trained to name the stimuli, they passed the category transfer and (for the 2 subjects tested) category match-to-sample tests. Three children were next trained on the common listener relations with another set of arbitrary stimuli (Set 2); all succeeded on the tact and category tests with the Set 2 stimuli. Taken together with the findings from the other studies in the series, the present experiment shows that (a) common listener training also establishes the corresponding names in some but not all children, and (b) only children who learn common names categorize; all those who learn only listener behavior fail. This is good evidence in support of the naming account of categorization.     

Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: An Approach to Participatory Community Problem Solving

Interdisciplinary collaborations that aim to facilitate meaningful community outcomes require both the right mix of disciplinary knowledge and effective community participation, which together can deepen collective knowledge and the capacity to take action. This article explores three interdisciplinary design charrettes, intensive participatory workshops that addressed specific community problems and provided a context for integrating design and social science inquiry with local community knowledge. Evaluation data from the charrettes shed light on how students from the design and social science disciplines experienced the charrettes, and on their interactions with community members. Key advantages to this interdisciplinary, community-based collaboration included expanded knowledge derived from the use of multiple modes of inquiry, particularly the resulting visualization tools that helped community members understand local issues and envision novel solutions. Key drawbacks included difficulties in balancing the two disciplines, the tendency for social scientists to feel out of place on designers' turf, and the increased disciplinary and interpersonal conflicts arising from a more diverse pool of participants.     

Power and Action in Critical Theory Across Disciplines: Implications for Critical Community Psychology

Although critical scholarship and community psychology share similar aspirations, the links between them remain unexplored and under-theorized. In this article we explore the implications of critical scholarship in various specialties for the field of community psychology. To understand the contributions of critical scholarship to a theory of power and action for social change, we conducted a systematic analysis of a ten-year period of publications in seven journals associated with the critical scholarship tradition. We created precise criteria for the concepts of power and action and applied them to the publications. Results indicate an interesting paradox at play. Whereas community psychology is more action oriented than critical scholarship, its actions fall short of challenging institutionalized power structures and the status quo; and whereas critical scholarship is more challenging of the status quo than community psychology in theory, it has failed to produce viable actions that challenge the status quo. We discuss the implications of this state of affairs for the development of a more critical community psychology.     

Article for “Diversity Stories in Community Research and Action” Facing Resistance in Waking Up to Privilege

This article identifies a challenge brought to us while facilitating a diversity workshop with adults in a school work setting. Our program involved using the video The Color of Fear as a centerpiece of a training to school district staff where the goals were to raise awareness and understanding of race, gender and class issues, increase understanding of power and privilege, and build alliances between people from diverse backgrounds. The challenge came from a white, male participant and involved issues of privilege, the intersections of race, class, and gender, and resistance to addressing diversity matters. Reflections of what worked and didn't work are offered as well as recommendations to other facilitators who will face similar challenges.