Le médecin expert confronté aux confidences de la personne expertisée

During an expertise, if the expert “discovers” or is entrusted with information concerning an offence, should he report it to the authorities? Could the expert be sanctioned in the absence of denunciation of a tort or criminal act? The answer will be nuanced on a case-by-case basis. The expert confronted with the revelation of a crime or misdemeanor must decide in good conscience what he reveals in his report, or even report it to the prosecution.     

新冠疫情期间中小学教师工作-家庭冲突和抑郁:有调节的中介模型

本研究考察新冠疫情期间,工作-家庭冲突是否通过职业倦怠增加中小学教师抑郁水平,以及心理弹性是否调节该中介作用。1127名中小学教师参与线上调查,完成中小学教师工作-家庭冲突问卷、中小学教师职业倦怠问卷、抑郁自评量表及中学教师心理弹性量表。结果发现：(1)大多教师疫情前后工作生活情况、工作-家庭冲突与抑郁的状况变化不大,少数教师疫情期间工作生活情况、工作-家庭冲突与抑郁状况变差或好转;(2)教师工作-家庭冲突与抑郁、职业倦怠呈正相关,三者均与心理弹性负相关;(3)控制额外变量后,职业倦怠是工作-家庭冲突与抑郁间的中介变量,在疫情期间工作生活状态更好、更差以及与疫情前后没有差别的教师中均成立;(4)对于感知疫情后情况更好的教师,心理弹性调节了工作-家庭冲突与职业倦怠的关系。对于感知疫情后情况更差的教师,心理弹性调节了职业倦怠与抑郁的关系。因此,缓解工作-家庭冲突和职业倦怠、提高心理弹性可减少中小学教师抑郁,保持心理健康。     

Understanding physical education teachers’ motivational outcomes and feasibility beliefs to implement motivational strategies: The role of perceived pressures from a variable- and person-centered approach

Work-related pressures perceived by PE teachers have been suggested to affect their motivation and behaviour. This study aims to contribute to the existing literature on this topic. Through two different objectives. First, the role of perceived pressures in the prediction of teachers’ motivation and, in turn, on their feasibility beliefs to implement motivational strategies is tested through a SEM. Secondly, PE teachers’ profiles according to the different types of perceived pressures are established and compared in terms of motivational outcomes and feasibility beliefs. A total of 217 PE teachers completed validated questionnaires. Results showed that, as hypothesized, pressures negatively predicted needs satisfaction, which, in turn, positively predicted feasibility beliefs. Three profiles emerged in the cluster analysis. Regarding to these profiles, teachers who were low on perceived pressures displayed the most adaptive pattern; teachers who reported high time constraints pressures underline the detrimental role that this type of pressure plays on both teacher and teaching outcomes. Implications for educational policy and practice are discussed.     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

The use of teachers as behavioral observers

The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed.     

Teachers’ Perceptions of Students’ Creativity in China’s Classrooms: The Role of Students’ Academic Achievement and Misbehaviors

Teachers can be biased, especially toward low achievers and students with behavioral issues. However, creative students often appear to be disruptive in the classroom, and many of them struggle academically. The purpose of the present study was to examine the extent to which teachers’ perceptions of students’ creativity is associated with students’ academic achievement and classroom (mis)behaviors, as well as to examine the interaction between these two factors. Three hundred and fifty‐four eighth‐grade students selected from five middle schools in China participated in this study. Using achievement scores, peer nominations, a divergent thinking test, a self‐rated ideational behavior scale, and teacher ratings, the present study found that, whereas creativity has no significant relationship with teachers’ perceptions, academic achievements and misbehavior are significantly associated within structors’ perceptions. The achievement bias resulted in the underestimation of low achievers’ creativity, even when the low achievers were highly creative. More nuances emerged when student misbehaviors were considered. Specifically, misbehaving low achievers’ originality was further underestimated even when they were highly original. In contrast, teachers overestimated well‐behaved high achievers’ creativity, even when the students comprised the lowest creativity group. The results are further discussed from a socio‐cultural perspective.     

A person-centred approach to understanding dark-side antecedents and students’ outcomes associated with physical education teachers’ motivation

The present study firstly establishes physical education (PE) teachers’ motivational profiles based on their autonomous motivation, controlled motivation and amotivation and, secondly, investigates how different PE teachers’ motivational profiles differ in terms of certain maladaptive antecedents (i.e. psychological need frustration, pressures perceived at work and burnout). It also addresses the differences in their students’ perception of autonomy support, psychological need satisfaction and autonomous motivation. A total of 105 PE teachers and their 2164 students completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Analysis of the established profiles suggested that the experience of controlled motivation was linked with maladaptive outcomes among both teachers and students. Implications for educational policy and practice are discussed.