Psychologie Francaise最新文献

The aim of this study is to examine the perceived parental stress levels during the NICU hospitalization of the premature infant during the first lockdown and to analyze its relationship with the construction of the first bond. Fifty-two parents, that is 20 fathers and 32 mothers completed online the following scales: the Parental Stress Scale: Neonatal Intensive Care Unit (PSS-NICU), the Perinatal Questionnaire of Post-Traumatic Stress Disorder (PPQ) along with the Mother-to-Infant Bonding (MIBS). Main results showed that stress levels are moderate both for mothers and fathers, with a predominance of the parental role alteration; mothers exhibit post-traumatic symptoms by as well as a more complicated construction of the first bond. These findings are discussed as per to existing literature and clinical interventions are recommended.

Introduction

Empowering leadership has been identified in the academic literature as an antecedent to employees’ psychological empowerment. It is defined by Amundsen and Martinsen (2014) as: “the process of influencing subordinates through power sharing, motivation support, and development support with intent to promote their experience of self-reliance, motivation, and capability to work autonomously within the boundaries of overall organizational goals and strategies” (p. 3). This style of leadership has been the subject of numerous theorizations. Recently, Amundsen and Martinsen (2014) developed an integrative conceptualization and a scale for measuring empowering leadership.

Objective

This study aims to translate into French and psychometrically validate the empowering leadership measurement scale developed by Amundsen and Martinsen (2014).

Methods

To this end, the original scale was translated from English into French and then counter translated by five bilingual translators. The instrument was then administered to two independent samples of French employees. We explored and confirmed the factorial structure of the instrument with two independent samples (n = 184, n = 185). Finally, correlation tests were performed to verify the predictive validity of the instrument.

Results

The results indicate that the francophone instrument has a two-dimensional factor structure consistent with Amundsen and Martinsen's (2014) conceptualization. In addition, the French empowering leadership measure is significantly and positively correlated with psychological empowerment, LMX, organizational innovation behaviours and job satisfaction, confirming the predictive validity of the instrument.

Conclusion

These results suggest that the French version of the scale can be reliably used to measure empowering leadership.

Purpose

This study is aimed to investigate the direct and indirect effects of cognitive flexibility on mental health status and sleep quality with regard to the mediating role of risk factors for COVID-19 based on Structural Equation Modeling (SEM) in adults with psychosocial vulnerability.

Methods

The participants of this study were 500 individuals that were selected by an availability sampling method within a cross-sectional study. A demographic questionnaire, the Cognitive Flexibility Inventory (CFI), the Risk Factor Checklist for COVID-19 (RFCCOVID), the Pittsburgh Sleep Quality Index (PSQI), and the Symptom Checklist (SCL-25) were used for data collection.

Results

The SEM showed that cognitive flexibility plus risk factors for COVID-19 explain 11.8% of mental health status and 25.6% of sleep quality variations in adults.

Conclusion

This conceptual model for the direct and indirect role of cognitive flexibility with the moderating influence of risk factors for COVID-19 on psychopathological and sleep problems is valuable for psychotherapeutic interventions and prevention programs in adults.

A research work that does not progress, an unsatisfactory supervision, an uncertain career prospects or the feeling of not belonging to a scientific community, these are the difficulties that many PhD students encounter during their doctoral studies. If these difficulties are the subject of a growing number of publications, very few studies have focused on the determinants of the positive experience of the doctorate. Indeed, the experience of a thesis can be extremely enriching. In this review of the literature, our objective is to exploit the current state of knowledge that enables to consider the doctorate as positive experience in order to extract helpful cues that could improve this experience. First, we present evidence issued from the scientific literature that shows that, although the doctorate can be a difficult experience, it can also be a very positive one. Secondly, we propose promising lines to improve the doctoral experience. Overall, this article is of interest to doctoral students who wish to deepen their thoughts on their working conditions, but also to all those who surround them, such as, the thesis directors, the research unit directors, and the doctoral school directors.

Introduction

Youth school disengagement is a matter for concern. The contribution of the present argumentation is to articulate research from educational psychology on the links between sources of social support and school engagement with some models from social psychology on social stigmatization in order to propose an integrative view of school disengagement. A section will be devoted to the link between each of the student's proximal sources of social support (teachers, peers, parents and family group memberships) and school engagement. It will then be argued that this link could be mediated by feelings of relative deprivation, i.e., feelings of being unfairly treated compared to more advantaged classmates.

Discussion

The articulation of research in educational psychology and social psychology allows to argue that if a student feels less well treated than his or her classmates by parents, peers, teachers or because of group membership, he or she is likely to withdraw mentally from school (or disengage psychologically) and to disengage academically by engaging in disruptive behaviors.

Conclusion

The feelings of relative deprivation experienced by the student who feels deprived in the perceived social support related to his or her school life could serve as a warning signal of school disengagement risk.

Introduction

The ADHD disorder has important consequences on the child's adjustment, but also on family life. Parents are usually involved during the diagnosis process and should be actively involved in the treatment that will follow. However, their representations of the disorder and their experience as parents in the face of the disorder are still poorly documented, especially in the French-speaking context.

Objective

The goal of this study is to explore the parents’ views about the etiology of ADHD and the medication, as well as their experiences of the consequences of the disorder on the family, school problems and social relations.

Method

An ad hoc questionnaire assessing the consequences of ADHD in a child was completed online by 128 parents of children between the ages of 5 and 18.

Results

Parents mostly agree with the neurodevelopmental origin of the disorder, conception that is related to the use of psycho-stimulants by the child. The majority were satisfied with the effects of the medication, but a significant proportion felt that the efficacy was poor and almost half felt that the side effects were too strong. The experiences of many parents reveal their exhaustion, their worries about their child's health and their own health, as well as the repercussions on their relationship and professional life.

Conclusion

This study confirms that the difficulties of families with a child and an adolescent with ADHD should be taken into account in the clinical investigation and in treatment strategies. The results confirm the important place that parental support should take in intervention strategies, including work on co-parenting and involving siblings.

Introduction

The Youth Psychopathic Traits Inventory (YPI) is one of the most commonly used scales for measuring psychopathic traits from childhood to adulthood.

Objective

The aim of the current research was to scrutinize the psychometric properties of the Youth Psychopathic Traits Inventory-Short Version (YPI-S) translated into French.

Method

The factor structure, internal consistency, and convergent validity of YPI-S scores were examined in a sample of 757 emerging adults from the general population in France (aged 18–20 years; 54.43% women).

Results

Results of confirmatory factor analyses support the proposed 3-factor structure (observed in children and adolescents) among both men and women. The YPI-S total score and the 3 factor (Grandiose-Manipulative, Callous-Unemotional, and Impulsive-Irresponsible) scores were internally consistent. Correlations with external criterion variables of interest, including the Dark Triad construct and its components (psychopathy, machiavellianism and narcissism), reactive and proactive aggression, and delinquency, support the convergent validity of the interpretation of YPI-S scores. Finally, findings also suggest that YPI-S works consistently for both men and women.

Conclusion

In addition to demonstrating the psychometric qualities of the French version of the YPI-S, this research provides further evidences for the value of this brief and time-effective self-report instrument in the study of psychopathic traits across different developmental phases, and especially during the transition to adulthood.

Aims

The aim of this pilot comparative study was to compare the efficacy and the processes of two third wave psychotherapy interventions (a Mindfulness Based Intervention and a Positive Psychology Intervention) in the reduction of moderate to severe depression.

Methods

Twenty-seven patients (mean age = 44 years old) suffering from moderate to severe depression were recruited in a psychiatric clinic in the South-Est of France. They were randomized to either a Mindfulness Based Intervention (MBI; n = 10) or a Positive Psychology Intervention (PPI; n = 12) and compared to a Treatment As Usual (TAU; n = 5) group who benefited from psychoeducational and classical cognitive behavioral emotion regulation workshops. The interventions were based on existing validated mindfulness and positive psychology interventions (MBCT and CARE). Participants completed questionnaires before (T1), after (T2) and one month after the intervention (T3). These questionnaires measured depressive symptoms, hopelessness, well-being, authentic-sustainable happiness, psychological flexibility, procrastination, and attention orientation towards the positive aspects of life. These data were completed by qualitative data collected through semi-directed interviews at T2 in order to assess to what extent each participant had found the intervention useful and adapted to their needs. These interviews also assessed how much participants expressed motivation to continue the practices learnt.

Results

Participants showed reduced depressive symptoms and hopelessness, enhanced well-being, authentic-sustainable happiness, psychological flexibility, and attention orientation towards positive aspects of life at T2 in both interventions, which were maintained at T3. Procrastination significantly decreased at T2 only for the PPI group. The TAU control group only showed a significant increase in well-being at T2. The results from the semi-directed interviews underlined that the patients perceived the interventions as useful in terms of increased openness and self-kindness (MBI) as well as altruistic attitudes (PPI).

Conclusion

Although the interventions are distinct, the effects appear to be similar in terms of efficacy and mechanisms of action, apart from a greater behavioral activation in the PPI intervention. The mindfulness based intervention group intervention and the positive psychology group intervention carried out in this study appeared to be adapted to the patients and mostly positive psychology practices were reported to be easily used outside the sessions.

Introduction

Research in positive psychology suggests that certain psychotherapy practices yield substantial clinical benefits, but it is not always clear to clinicians which practices to prioritize or how to integrate them into psychotherapy.

Goal

This research aims to identify and explain, for clinicians, certain clinical practices to be integrated into psychotherapeutic practice.

Method

Eight professionals (including: professor-researchers, psychologists, and doctoral students) gathered during six two-hour meetings to identify, classify, and describe how the results of recent research could inform interventions with clients. These conclusions were subsequently specified and developed via a more in-depth comparison with the literature.

Results

We describe eight practices: (1) Also assess what is going well with clients (2) Foster their self-determined motivation; (3) Highlight their strengths and skills; (4) Highlight their resilience; (5) Promote self-compassion and loving-kindness; (6) Foster support and social cohesion through gratitude and compassion; (7) Foster the development of a growth mindset; and (8) Integrate, as a therapist, those same principles that promote psychological well-being.

Conclusion

Clinicians and their clients would benefit from promoting these practices in psychotherapy.

A symposium organised in 2012 by the F.P.S Public Health, entitled “General practitioners and psychotherapists: health collaborators?” highlighted a desire for collaboration between general practitioners and psychologists, without being able to define the content or methods. Definitions of collaboration remain very vague and variable. The Canadian Interprofessional Health Collaboration defines collaboration as a practice in which health professionals work with other health professionals, the patient and his/her family. We could also define interprofessional collaboration as a system and practice of communication between different health professionals working together on the basis of common action. Thus collaboration cannot be dissociated from these actors, nor from its form, nor from its objective. The latter must be defined in terms of means, public health and population. Collaboration between general practitioners and psychologists is still at the draft stage in terms of operationality: the various studies do not allow us to bring an operational dimension to collaboration by answering the following five questions: Who are the actors of the collaboration? Why do they collaborate? How does the collaboration take place? Who is the beneficiary? And for what purpose(s) do they collaborate?