Le harcèlement : évolution du droit français et problématiques de l’évaluation des victimes

Medical doctors are often asked by patients victim of harassment, or even by the authorities, to establish medical certificate. Harassment is a complex phenomenon, covering a wide range of behaviours occurring in multiple situations. The writing of such a certificate can prove to be difficult, can be a cause of legal proceedings for clinicians, especially at a disciplinary level. Moreover, the evaluation is all the more complex since the qualification of harassment by the judge sometimes requires an evaluation of the impact on the victims under the form of a Total Work Incapacity (TWI) duration, but not under all the circumstances existing in French law. In this article, we first propose to address general consideration towards the writing of the certificate, before doing a systematic review of the successive evolutions of French penal and labour law regarding harassment in its most frequent forms. Finally, we propose to address the matter of victims evaluation, especially towards TWI duration evaluation, which does not seem to us an adapted tool regarding the fact that harassment is usually a chronical and durable phenomenon.     

From agape to organs: religious difference between Japan and America in judging the ethics of transplant

This essay argues that Japan's resistance to the practice of transplanting organs from persons deemed "brain dead" may not be the result, as some claim, of that society's religions being not yet sufficiently expressive of love and altruism. The violence to the body necessary for the excision of transplantable organs seems to have been made acceptable to American Christians at a unique historical "window of opportunity" for acceptance of that new form of medical technology. Traditional reserve about corpse mutilation had weakened and, especially as presented by the theologian Joseph Fletcher, organ donation was touted as both expressive of agape and a way of "updating" Christianity via the ethics of Utilitarianism. Many Japanese, largely Buddhist and Confucian in their orientation, view these changed valorizations as neither necessary nor patently more ethical than those of their own traditions.     

易、道相关"舆"象索隐

物象、象喻在<易经>和道家文献中的大量运用,不仅表现为一种修辞手段,而更表现为一种思维方式.破解其中的象喻是探得这些经典文献的理蕴以及相互之间的内在联系所必须的.道家文献与 <易经>在相关于"舆"象的象征意义上有很多相互关联之处.本文在道家思想受<易经>影响的认识基础上,对<易经>中的<坤>、<姤>、<剥>、<大壮>、<乾>等卦与道家文献的相关车舆之象的象征意义进行相互阐发,并据以对<易经>与道家文献中涉及到车舆之象的文句进行诠释,以此探讨道家文献与<易经>在内在思想上的异同关联.     

Organizational expectations of the novice teacher

The study focuses on the teacher as an organization person, that is, a professional working in an organizational setting, and forms part of its administrative and human fabric. The purpose of the article is to describe the novice teachers expectations from teaching as a profession and from the school as a work organization. The novice teachers who participated in trainee programs at five large teacher training colleges in Israel, completed a self-report questionnaire. The questionnaire items expressed teachers expectations of their work at the outset of their professional career. Facet Theory was the methodological approach used for the study. It was found that novice teachers expectations focus on the following areas of interest and activity expectations of professional and social recognition; expectations of responsive conduct on the part of students; of involvement and support from parents, and of collegiality from other staff, parents and the principal; and expectations that teaching and those associated with it will contribute to strengthening the teachers professional sense of self. The findings were also examined based on self-psychology perspectives. The article discusses the implications of these expectations pertaining to teacher training.     

Six-year-olds' difficulties handling intensional contexts

Previous research shows that children have difficulties handling intensional contexts even when they can pass a test of false belief (e.g. Cognition 67 (1998) 287; Cognition 25 (1987) 289). Some authors (Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press; Cognition 25 (1987) 289) place these difficulties in the linguistic and not the mental representational domain. The experiments reported here examined whether 6-year-old children could answer questions in an intensional context that did not require the explicit verbal characterization of a belief. We replicated previous findings and found that children answered according to their own knowledge in an intensional context. This occurred even though they responded by choosing a picture to insert into a protagonist's thought bubble rather than report the belief verbally. Children could correctly answer questions about the knowledge state of the protagonist and pass a test of false belief. Further experiments ruled out methodological explanations. Experiment 2 showed that the difference in answering according to own knowledge between the false belief and intensional stories is not accounted for by procedural factors in the two types of test. Experiment 3 revealed that children did not answer according to their own knowledge by default. Experiment 4 suggested that answering according to own knowledge was not a result of pictorial salience. Results are discussed in relation to the simulation-theory debate.     

Educational Expectations and School Achievement of Urban African American Children

The mechanisms used to convey parents' and teachers' educational expectations for the academic achievement of low-income African American children were explored using data from the Chicago Longitudinal Study. A total of 712 children were studied. A model of mediated effects was used to test the processes of influence from parents' and teachers' expectations to sixth-grade outcomes. Children's perceptions of expectations were hypothesized to mediate the effect of expectations to school outcomes. Study findings revealed that these perceptions only partially mediated the effects of expectations to sixth-grade reading and math outcomes, yet added unique independent variance to these outcomes. Prior achievement emerged as a powerful mediator of the effects of early educational intervention and sociodemographic variables to sixth-grade outcomes. These findings suggest a need to further investigate the processes of communicating parent and teacher expectations.     

'To Paint the Portrait of a Bird': analytic work from the perspective of a 'developmental' Jungian

Jungians who are trained in the so-called 'Developmental School' straddle the two worlds of psychoanalysis and classical Jungian thinking. This is not always an easy position in which to be, but if the tensions can be held it is potentially a rich and creative way of working. In this paper I attempt to explore this position using the poem, 'To Paint the Portrait of a Bird' by Jacques Prévert as a metaphor for the analytic endeavour. From this perspective I hope to illustrate the importance of being able on the one hand to hold and maintain a clear frame for the careful and detailed exploration of the transference within which the more malign aspects of the psyche might be expressed, and, on the other, to allow the alchemical process of mutual transformation that lies outside the conscious understanding of the analytic couple.     

The Effectiveness of Cultural Adjustment and Trauma Services (CATS): Generating Practice-Based Evidence on a Comprehensive, School-Based Mental Health Intervention for Immigrant Youth

A collaborative study of Cultural Adjustment and Trauma Services (CATS), a comprehensive, school-based mental health program for traumatized immigrant children and adolescents, was conducted to generate practice-based evidence on the service delivery model across two school districts. Program effectiveness was assessed by testing whether client functioning and PTSD symptoms improved as a result of 7 separate service elements. An array of clinical services including CBT, supportive therapy, and coordinating services were provided to all students, and an evidence-based intervention for trauma, TF-CBT, was implemented with a subset of students. Greater quantities of CBT and supportive therapy increased functioning, while greater quantities of coordinating services decreased symptoms of PTSD. TF-CBT services were associated with both improved functioning and PTSD symptoms, although TF-CBT was implemented with fidelity to the overall comprehensive service model rather than the structured intervention model. Results suggest the comprehensive school-based model was effective, though different service components affected different student outcomes. Implications of these findings for immigrant mental health interventions and implementing structured evidence-based practices into community mental health programs are discussed. Suggestions are made for future research on existing mental health practices with immigrants.     

The role of the executive functions in school achievement at the end of Grade 1

The aim of this study was to determine the role of executive functions (EFs) in early school achievement when a variety of potential confounding factors were controlled. Measures of EF (inhibition, flexibility, and working memory) and school readiness were administered to a sample of 85 kindergartners (39 boys and 46 girls, 5-6 years old). School achievement was then assessed at the end of Grade 1. Results show math and reading/writing skills at the end of Grade 1 to be associated with kindergarten EFs. Only working memory contributed uniquely to the variance in school achievement after all covariates (preacademic abilities, affective variables, and family variables) were controlled and, even then, only with respect to math skills. On the other hand, working memory and inhibition had an indirect effect on reading/writing skills via anger-aggression. EF implication in school achievement is discussed in terms of task demands and child age.     

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

ObjectivesSocial Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students.DesignThis analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention.MethodsData were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations.ResultsSchool and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models.ConclusionsOur findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA.