Jardin thérapeutique,outil de prévention du burnout

The aim of this research was to study the effect of the presence of a garden in a hospital care sector on caregiver burnout. Eighty-eight nurses and caregivers from 9 care sectors answered a questionnaire constructed from the theories and scales of Karasek and Theorell. Three types of services were compared (cognitive behavioral unit, palliative care, post-acute and rehabilitation care) with a garden adapted for therapeutic activities versus with a regular garden versus with no garden. The main result was a lesser incidence of burnout in care services with a garden that those without a garden, irrespective of the type of care service, along with an amplification of the benefit with specially-designed gardens. The feeling of strength, both physical and psychological, was less present when the care services did not have a garden. A trend toward an increase in musculoskeletal disorders in services with a therapeutic garden versus no garden was observed. Upon analyzing the results, the authors recommend particular attention in the designing of hospital gardens in order to facilitate the ergonomics of nursing work. The overall results advocate the use of the garden as a systemic structure conducive to work interactions in a specially-designed area.     

Équivalence de la version en français pour le Canada et de la version originale états-unienne de l’Adult Self-Report

The aim of the present study was to evaluate the equivalence of the French-Canadian version of the Adult Self-Report (ASR; Achenbach & Rescorla, 2003) to its original English (USA) version. Both the original English version and the newly translated French-Canadian version were administered to 251 bilingual students from four Canadian provinces (Manitoba, New-Brunswick, Ontario, and Quebec), with a one to two weeks interval. Correlations varying from 0.72 to 0.87 indicated a high degree of correspondence between the scales of the two versions. Cohen's d calculated using Morris and DeShon's (2002) formula for within-subjects designs indicate that differences between mean scores varied from near-zero (d = 0.01) to small (d = 0.19), and suggest that they are not clinically significant. Ordinal alpha coefficients for the scales of the French-Canadian version varied from 0.66 to 0.96 but are inferior to those of the English version in seven of the eleven scales. Globally, results indicate that the equivalence of the French-Canadian version to the original English version of the ASR is sufficient to recommend its use.     

情感预测的影响偏差——聚焦错觉还是适应忽视?

为了考察情感预测影响偏差中聚焦错觉和适应忽视的作用,本研究通过两个实验,先让大学生被试对考研(实验1a)、骨折手术(实验1b)、搬到新校区(实验2)进行情感预测,然后将其与情感体验进行比较,并比较了去焦点化训练、适应训练和控制组对影响偏差的干预效果。结果发现:去焦点化训练显著地降低了情感预测的影响偏差,而适应训练和控制组则没有显著降低影响偏差。因此,本研究认为,当情境线索清楚的时候,聚焦错觉是导致情感预测影响偏差的主要原因。     

Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework

In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population.     

Individual Differences in Diving: Intelligence,Personality, and Underwater Adaptation

Diving is an activity that is carried out in an extreme environment with extraordinary psychophysical demands. It requires the divers to undergo an adaptive process in order to survive, to be able to take advantage of their capabilities, and to achieve an efficient performance. In this ex post facto study, data from a sample of military personnel participating in scuba diving courses (N = 649) were analyzed. Our aim was to verify the role of individual differences in the adaptation to an extreme and hostile environment. The results indicate the existence of psychological variables that differentiate between divers and the general population, those who pass or fail the diving course, and between groups of divers who obtain differential levels of performance in underwater tasks. These findings support that dispositional characteristics have utility for the identification of suitable personnel for professional diving.     

Five-item Francis scale of attitude toward Christianity: construct and nomological validity and internal consistency among Colombian college students

The Spanish version of the five-item Francis scale of attitude toward Christianity is a refinement of the short version of the Francis scale of attitude toward Christianity. The scale is a good measurement for intrinsic religiosity. It has been applied previously among Colombian adolescent students. The internal consistency and construct and nomological validity were tested among a sample of 1349 Colombian college students from Santa Marta, Colombia. Participants were aged between 18- and 30-years-old; 51% were men; and 68% were social science students. Exploratory analysis factor, Cronbach alpha and omega McDonald were computed. The scale showed high internal consistency (both alpha and omega = .96) and excellent construct and nomological validity (one factor which explained for 88% of variance; women scored higher than men; and Protestants scored higher than Catholics and students with other religion filiations). The five-item Francis scale can be used further researches in Hispano-America among college students.     

Dev E-R: A computational model of early cognitive development as a creative process

This paper describes a computational model named Dev E-R (Developmental Engagement-Reflection) that, inspired by Piaget’s theory, simulates the assimilation-accommodation adaptation process. It is implemented with a new extended version of the computational model of creativity known as Engagement-Reflection. That is, this model simulates adaptation as a creative activity. We introduce here the implementation of our model on an agent that is initialized with basic reflex conducts and that through the interaction with a 3D virtual world, it is able to build new behaviors autonomously. The new acquired skills, according to Piaget’s theory, are typically observed in children that have reached the second substage of the sensorimotor period.     

Cultural adaptation of preschool PATHS (Promoting Alternative Thinking Strategies) curriculum for Pakistani children

Cultural adaptation of evidence‐based programmes has gained importance primarily owing to its perceived impact on the established effectiveness of a programme. To date, many researchers have proposed different frameworks for systematic adaptation process. This article presents the cultural adaptation of preschool Promoting Alternative Thinking Strategies (PATHS) curriculum for Pakistani children using the heuristic framework of adaptation (Barrera & Castro, 2006). The study was completed in four steps: information gathering, preliminary adaptation design, preliminary adaptation test and adaptation refinement. Feedbacks on programme content suggested universality of the core programme components. Suggested changes were mostly surface structure: language, presentation of materials, conceptual equivalence of concepts, training needs of implementation staff and frequency of programme delivery. In‐depth analysis was done to acquire cultural equivalence. Pilot testing of the outcome measures showed strong internal consistency. The results were further discussed with reference to similar work undertaken in other cultures.     

The translation and validation of the Mini‐K scale in Japanese

The purpose of this study was to validate the 20‐item Mini‐K scale, which is the short form of the Arizona Life History Battery, as translated into Japanese. Two samples of Japanese adults (N = 2000; 50.0% men; Mage = 40.9 for the first survey; N = 400; 50.0% men; Mage = 42.2 for the second survey) completed a web‐based questionnaire, including the Japanese translation of the Mini‐K. The results showed that the psychometric properties of the Japanese Mini‐K scale were comparable to those of the original English version. The scale had good reliability based on Cronbach's α and McDonald's ω. Convergent validity was demonstrated by the correlation between the Mini‐K scores and life history indicators. In addition, the Mini‐K score was related to both personality and psychosomatic health. The translated scale provides a valid and reliable instrument in Japanese that measures human life‐history strategy.     

中国青少年心理健康素质·动力系统研究

选取44063名青少年为调查对象,采用《青少年心理健康素质调查表·动力系统分量表》考察我国青少年动力系统的发展特点。结果表明：（1）从整体上看,我国青少年的动力系统发展状况良好;（2）我国青少年的动力系统年级变化趋势表现出小学五年级得分较高,初一年级略有上升,初二年级有所下降,之后起伏波动,高三年级得分最低,但从高三年级到大学阶段迅速上升,大学阶段得分最高;（3）我国青少年在动力系统各维度上均存在显著年级差异,但在各维度上呈现出不同的年级变化趋势。