Les gestionnaires tunisiens au cœur de la tourmente postrévolution : entre injustice et empowerment psychologique

The purpose of this research is to comprehend the reasons that arouse employee's psychological empowerment against organizational injustice. Based on this complex problematic, our approach is articulated around two central sectors. We proposed a conceptual framework of the researches related to organizational injustice and psychological empowerment for a better understanding of the mechanisms at work in their genesis. The qualitative exploratory investigation led in the mechanical and electric industrial sector in Tunisia underlined that a set of intra and extraorganizational determinants impact considerably the dynamic between injustice and psychological empowerment. The results clearly underline that contextual particularities are a catalyst of psychological empowerment.     

The impact of job demands,climate, and optimism on well-being and distress at work: What are the mediating effects of basic psychological need satisfaction?

IntroductionPsychological health at work, a multidimensional concept grasped by the absence of negative states and by the presence of positive states, is here approximated in terms of distress and well-being.ObjectiveThis study was aimed at examining the extent to which job demands, individual resources (optimism), and organizational resources (climate) are linked to well-being and distress at work. We looked at whether these links are mediated in satisfaction of the three basic psychological needs posited in self-determination theory (competence, relatedness, and autonomy).MethodThe participants were 298 French elementary, middle, and high school teachers who were asked to answer a questionnaire. The data was analyzed using Hayes and Preacher's method for testing multiple mediations.ResultsSatisfaction of the psychological needs for competence and relatedness fully mediated the links between job climate and psychological health at work (well-being and distress). Optimism turned out to be an important factor of health, not only because it had a strong impact on well-being and distress, but also because its effects were partially mediated by satisfaction of the need for competence.ConclusionThe present results confirm the relevance of the variables used to predict psychological health (particularly optimism). Job demands directly affected well-being and distress levels. The climate — by way of satisfaction of the need for competence and for relatedness — plays a critical role in matters of occupational health.     

The analytic setting today: using the couch or the chair?

This paper re‐visits Murray Jackson's 1961 paper in the Journal of Analytical Psychology, ‘Chair, couch and countertransference’, with the aim of exploring the role of the couch for Jungian analysts in clinical practice today. Within the Society of Analytical Psychology (SAP) and some other London‐based societies, there has been an evolution of practice from face‐to‐face sessions with the patient in the chair, as was Jung's preference, to a mode of practice where patients use the couch with the analyst sitting to the side rather than behind, as has been the tradition in psychoanalysis. Fordham was the founding member of the SAP and it was because of his liaison with psychoanalysis and psychoanalysts that this cultural shift came about. Using clinical examples, the author explores the couch/chair question in terms of her own practice and the internal setting as a structure in her mind. With reference to Bleger's (2013) paper ‘Psychoanalysis of the psychoanalytic setting’, the author discusses how the analytic setting, including use of the couch or the chair, can act as a silent container for the most primitive aspects of the patient's psyche which will only emerge in analysis when the setting changes or is breached.     

THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH

Children worldwide experience mental and emotional disorders. Mental disorders occurring among young children, especially infants (birth –3 years), often go unrecognized. Prevalence rates are difficult to determine because of lack of awareness and difficulty assessing and diagnosing young children. Existing data, however, suggest that rates of disorders in young children are comparable to those of older children and adolescents (von Klitzing, Dohnert, Kroll, & Grube, 2015 ). The lack of widespread recognition of disorders of infancy is particularly concerning due to the unique positioning of infancy as foundational in the developmental process. Both the brain and behavior are in vulnerable states of development across the first 3 years of life, with potential for enduring deviations to occur in response to early trauma and deprivation. Intervention approaches for young children require sensitivity to their developmental needs within their families. The primacy of infancy as a time of unique foundational risks for disorder, the impact of trauma and violence on young children's development, the impact of family disruption on children's attachment, and existing literature on prevalence rates of early disorders are discussed. Finally, global priorities for addressing these disorders of infancy are highlighted to support prevention and intervention actions that may alleviate suffering among our youngest world citizens.     

Connaissance du nom et du son des lettres, habiletés métaphonémiques et capacités de décodage en grande section de maternelle

This study examined the specific implication of letter-name knowledge in reading acquisition on 5-year-old kindergarten children. Several studies underlined the importance of both phonological and orthographic skills (letters and grapho-phonological associations’ knowledge developed during reading acquisition). So, we focused on the link between those different early abilities and on their links with reading acquisition during school year. Thus, at the beginning and at the end of the year, we proposed to 40 children metaphonemic tasks (phoneme identification in initial and final position in the words), letter-sound and letter-name knowledge tasks (naming and identification) and a pseudo-words decoding task. In addition, to access letter-name knowledge, two types of measurements were proposed: an accuracy measure and a speed one. Mean number of correct responses and reaction times were collected by children and analysed too. Results show that letter-name knowledge could play a part in metaphonemic abilities development and in letter-sound associations’ discovery and acquisition, at the beginning of the year. Thanks to those skills improvement, letter-name knowledge could have an indirect impact on later children's decoding skills. Furthermore, the direct link, already observed at the beginning of the year, between letter-name knowledge and decoding skills still exists in April. At last, analyses on letter-name knowledge access time show that the more children name an important number of letters, the more they do it quickly. These results could mean that a certain level of letter-name knowledge have to be reach before children could use this knowledge automatically. All together, results confirm the importance of good letter-name knowledge in the first stages of reading acquisition. We also suggest taking into account some clues of letter-name knowledge's automatic use to better understand reading acquisition processes.     

Développement de la connaissance des lettres capitales. Étude transversale chez les enfants français de trois à six ans

The present study examined the knowledge of uppercase letters in 160 children aged from three to six. Three tasks were administrated: letter saying, letter naming, letter recognition. Children's responses were analyzed according to several variables: school level, gender, task, letter type, letter frequency, etc. Letter knowledge improved from three to six years, but with huge differences among children, namely the superiority of girls over boys. Letter by letter analyses showed that scores were highly consistent between tasks and school levels. They also revealed that letter knowledge was affected by letter type, letter frequency, alphabetic rank and the presence of letters in the child's first name. The findings are discussed for their contribution to the understanding of letter learning.     

Effet d’entraînements bimodaux à la connaissance des lettres. Étude transversale chez des enfants de trois et cinq ans

The aim was to test the effect of two-mode trainings on letter knowledge, pseudowords spelling and reading with 3-year- and 5-year-old children. A classical pretest/training/post-design was used. Trainings differed on the letter sensory exploration (auditory/visual [V], auditory/ haptic [H] and auditory/graphomotor [G]). Results indicated that performance on letter-sound knowledge and spelling was globally better with H training with 3-year-old. Five-year-old children improved in all tasks after all trainings. In reading, G group obtained better performance. These results suggest that tactilo-kinesthesic informations in H and G forms contribute to the elaboration of visual and phonological representations of the letter.