Link between early maladaptive schemas and defense mechanisms

IntroductionDefense mechanism and early maladaptive schemas are two concepts distorting the perception of reality.ObjectiveThe aim of this study was to explore the link between two reality-distorting concepts from two theoretical models: early maladaptive schemas from the cognitive and behavioral model and defense mechanisms based on the psychoanalytic model.MethodTwo hundred thirty-two non-clinical participants completed the Defense Style Questionnaire and the Young Schema Questionnaire (short version). Then a Bravais Pearson correlation analysis connecting these two concepts, and a multiple regressions analysis using early maladaptive schemas as predictors for defense style mechanisms levels were conducted.ResultsThe results indicate that 2 early maladaptive schema domains (i.e. other-directedness as well as over-vigilance and inhibition) predict the frequency of use of the neurotic defense mechanism, and 3 schema domains (i.e. disconnection and rejection, impaired autonomy and performances as well as impaired limits) predict the frequency of use of the immature defense mechanism.ConclusionTo conclude, two psychological concepts based on two different theoretical models (psychoanalytic and cognitive and behavioral therapy) seem to share an important link justifying the use of integrative therapies such as schema therapy.     

Théorie de l’autodétermination et modèle multimodal d’engagement : un pairage prometteur pour mieux comprendre les liens entre motivation et engagement scolaires chez des étudiants universitaires

Introduction

Psychological mechanisms associated with academic motivation and academic commitment constitute promising targets for the understanding of the undergraduate students’ well being, during a particularly critical adulthood developmental period in terms of identity formation and vulnerability to psychopathologies.

EXAMINING A MODEL OF EVOLUTIONARY EDUCATIONAL SYSTEMIC CHANGE WITHIN EXISTING SOCIETAL SYSTEMS

Within today's emerging global society, educational systemic change is a dynamic, complex process that must seek to engage active participation of all stakeholders. This article examines alternative models of this process, providing different perspectives of the recursive and comprehensive nature of change when viewed from the vantage points of those stakeholders within the process. An envisioned school or educational system that addresses preparation of a citizenry dedicated to democratic principles and issues of social justice must consciously examine the relationships, that form and reform interconnecting and unifying diverse subsystems within the school's constructed meaning and purpose.     

Contribution de la motricité graphique à la reconnaissance visuelle des lettres

The ability to recognize single letters, an important step in reading, is traditionally assumed to depend only on visual processes. However, as many of the objects surrounding us, letters are learnt through a matching between a visual configuration and movements. We review arguments suggesting that the characteristics of writing movements impact visual recognition of letters, at both a behavioral and neural levels. This impact might be especially strong when the orientation of letters has to be processed.     

Expression des états mentaux chez les enfants atteints du Syndrome de Williams : analyse d'interactions collaboratives mère-enfant

People affected by Williams syndrome (WS), a rare genetic disease, are characterized by a personality noted for its “hypersociability” along with relatively spared language in the face of significant cognitive deficit. Our research focuses on the intersection of two domains by examining linguistic markers of this sociability: how do children with WS perform in a collaborative interaction? Do they express mental states, how and what kind? And do they answer to the mental states expressed by others? We present data from three matched groups of 12 each: children with WS, children with Down syndrome (DS) and control group (CO) in a task in which the mother and child interacted in a standardized collaborative situation with a social stake (a precise aim to reach). The children with WS had comparable difficulties to those with DS in the interaction: they produced fewer turns and fewer utterances than controls. Children with WS produced more expressive mental states than either the DS or CO group. The WS children had more difficulties cooperating than did either the DS or CO children: the unrealized requests by the children are more numerous in the WS group. Thus in a collaborative interaction, the children with WS present a unique profile: difficulty in maintaining and participating in the interaction contrasting with a facility in expressing mental states about feelings and emotions.     

Vers une nouvelle appréhension des mathématiques par traitement EMDR : actualités et perspectives

ObjectiveEMDR for Eye Movement Desensitization and Reprocessing developed since 1989 by F. Shapiro has demonstrated its effectiveness in the treatment of Post Traumatic Stress Disorder (PTSD). In Science of Education, no study has been previously developed in the application of EMDR protocols. The purpose of this article is to demonstrate the relevance and effectiveness of EMDR in supporting cognitive and emotional remediation of students in Master 1, with respect to mathematics, preparing Schools Teacher contest. The first encounters with the students revealed, through their discourse, an aversion to mathematics linked to one or more particularly painful experiences in a learning situation. Mathematics may cause anguish, sometimes tinged beliefs such as “I’ll never be able to… I am very bad at math”. This represents even an insurmountable obstacle in the professional life of some.MethodsNearly 170 students in Master 1 “Professor of the Schools” registered on the ESPE (College of the Teaching profession and Education) were asked about their relation to mathematics, both in their emotions as their self-efficacy. Among those who suggested a traumatic memory in a learning situation in mathematics, forty were selected and divided into two groups. The control group received two hours of information about relaxation techniques that could be used before mathematics. The other group benefited of the EMDR treatment according to the standard protocol in eight phases.ResultsThe results showed that students who received EMDR treatment experienced after treatment and one month later, a significant decline in their negative emotions with mathematics and an increase in the strength of their self-efficacy, unlike the control group.DiscussionEMDR demonstrates its effectiveness in reprocessing beliefs and emotions of students with respect to mathematics and opens ways of research in Educational Sciences. So, it will be necessary, from the principle of alternated bilateral stimulation, to develop specific protocols for the struggling students, to measure the effects in the long term and develop them in a group situation.     

The early biopsychosocial development of boys and the origins of violence in males

We apply a biopsychosocial approach to introduce early-in-life experiences that explain a significant part of the male preponderance in the perpetration of violence. Early caregiver abuse and neglect, father absence, and exposure to family and neighborhood violence exacerbate boys’ greater risk for aggressive behavior and increase the probability of carrying out violent acts later in life. We examine the development of the psychological self and explore conditions that encourage physical aggression, focusing on the impact on the infant and toddler's emergent mental representation of self, others, and self–other relationships. Boys’ slower developmental timetable in the first years of life may enhance their vulnerability for disorganization in emergent neurobiological networks mediating organization of socioemotional relationships. Emergent attachment and activation relationship systems may differentially affect risk and resilience in boys and girls, particularly in single-parent families. Evidence has suggested that the dramatic increase in single-parent families is especially linked to corresponding increases in behavioral undercontrol, antisocial behavior, and the emergence of violence in boys.