Pratiques Psychologiques最新文献

Introduction

Although considered a basic emotion, disgust has received little attention from research from the psychology of emotions compared to other emotions such as fear or sadness.

Literature findings

Many empirical and experimental data suggest, however, that disgust plays a determining role not only in our ability to adapt to our environment but also in the maintenance and development of certain psychopathological states such as obsessive-compulsive disorders. The purpose of this article is to review the literature on the construct of disgust, including its two basic dimensions of disgust and disgust. A first part will be dedicated to the acquisition of disgust in the framework of evaluative and Pavlovian learning, we will then describe in detail the assessment tools available in the literature allowing to evaluate the different dimensions, then we will address the continuum. Experience of disgust, from normal disgust to pathological disgust, and will particularly target its role in dysfunctional obsessions of contamination and emotional distress.

Discussion

If, from a theoretical point of view, the understanding of the underlying mechanisms of pathological disgust reactions improves, the proposals for treatment to mitigate these reactions are rare. New approaches to care will be described to allow the development of empirically based psychological interventions.

Conclusion

The recognition of emotional influences beyond anxiety in obsessive-compulsive disorder (OCD) stems from the fundamental importance of a dimensional approach to psychopathology and support. The accumulated data suggest that the inclusion of disgust in the theoretical models of OCD, in particular those with contamination concern, will thus improve our understanding and treatment of this disorder.

Behavioral disorders in preschool children have negative repercussions for families and children. Across the Atlantic, many Parent Management Training (PMT) programs have emerged over the last 40 years. These are evidence-based interventions, recommended for the management of children's behavioral disorders. Literature findings Parent-Child Interaction Therapy (PCIT), recently translated into French, is a PMT providing in-vivo coaching, based on attachment and behavioral theories. PCIT is structured into two distinct intervention phases: the child-directed interaction, and the parent-directed interaction. Each phase begins with a parental skill teach session, followed by in vivo coaching sessions, where parent and child dyads together. It is a brief therapy (14 sessions on average), individualized, and adapted to families' difficulties. Numerous studies and meta-analyses highlight high effect sizes, equal to or greater than existing PMT. Discussion Although PMT is a best-practice treatment for behavioral disorders, and although attrition rates are low compared to other forms of child psychotherapy, treatment retention remains a concern. Promising adaptations of PCIT are now also being studied: in-home, intensive, short format or remotely. Conclusion PCIT can therefore allow many professionals to develop a stronger repertoire of effective treatment for childhood behavior disorders.

The traumatic impact linked to the revelation of an assault, at the time of the announcement of the abuse, but also in the daily life of the family, disrupts the family system. This study aims to compare the perception of the parent and his child when the child has been the victim of a sexual, psychological and/or physical extra-family assault, particularly around emotions, guilt and the victimization experience. The exploratory research approach is through the qualitative analysis of the content of interviews conducted with parents and children received by the Medico-Judiciary Unit (UMJ) and the Youth Victims Reception Unit. (UAJV). Our results show the presence of a strong emotional state in parents that results in anger, as well as a difficulty in naming emotions in their children. Children have difficulty to express their emotions, but everyday life seems less difficult than parents. Despite the limitations due to the small sample and the conditions for data collection, recommendations for clinical treatment of families are proposed.

Objectives

Pregnancy specific anxiety (PSA) may have many consequences on the health of the unborn child and the mother. Nowadays, in French, there is no validated tool to measure it. The aim of this study is to validate the French version of the Pregnancy Related Anxiety Questionnaire (PRAQ-R2). This 10 items scale measures three PSA dimensions: worries about child health, fear of giving birth and concern about own appearance.

Methods

After a translation and a back-translation step, the structural validity and the internal consistency of the scale were assessed in 160 pregnant women recruited online. Convergent validity (STAI-Y) and correlates of the construct were also examined.

Results

The model fit indices are satisfactory, confirming the three- factor structure of the PRAQ-R2 in its French version. The dimensions and the total scores have a good internal consistency (α > .80), and convergent validity was also demonstrated.

Conclusion

The PRAQ-R2 is the first tool designed to measure PSA and validated in France. This French validation has promising psychometric qualities. However, its discriminant validity and stability remain to be explored.

In this article, a reflection concerning the acceptance of chronic illness in patient education (PE) is proposed. The research focuses on a therapeutic theatre intervention, inspired by theatre of lived experience as proposed to people with lupus. The aim of the intervention is to enable a putting into words and a staging of events that are identified by the patient as disabling. The framework and the process of the intervention are being presented. The results of an exploratory analysis followed by a clinical case will shed light on the contribution of these workshops on the improvement of life satisfaction and illness perception as well as the understanding and the acceptance of illness by the patients and their families. The article will be concluded by the interest of this project in proposing optimized support in PE.

Introduction

In therapeutic patient education (TPE), photoexpression is often used by psychologists in order to work on patients’ perceptions and experiences, especially in group workshops.

Aim

The aim of this study was to explore diabetic patients’ discourse during two photoexpression group workshops at the beginning and the end of a TPE program.

Method

Seventeen patients took part in this study. A lexicometric analysis was performed on their discourse during the two group workshops (Alceste® software).

Results

For the first workshop, the analysis yielded two classes: the place of diabete in daily life as well as psychic and social functioning. For the second workshop, the analysis also yielded two classes: self-management and adjustement, as well as program experience and return back home.

Conclusion

The results show an increase in adaptation skills and particularly in self-efficacy, motivation, positive emotions, perhaps illness acceptance. Photoexpression shows to be a very interesting tool in TPE to accompagny patients but also evaluate their discourse evolution during a TPE program.

The article presents the theoretical-methodological contributions of Social Health Psychology on the evaluation and reinforcement of psychosocial skills in the context of therapeutic patient education. This is illustrated by a synthesis of the results of several empirical researches in the field of pediatric diabetes. This synthesis shows that psychosocial skills are part of a system of actions and interpretations shaped by therapeutic and relational issues as well as social symbolism. Several practical implications emerge from these results for more effective work on the psychosocial skills of patients. The article concludes with the interest of a “psychosocial clinic” which draws on the viewpoint of Social Health Psychology to evaluate, analyze and intervene on the psychosocial determinants of health behaviours.

The aim of Patient Education (PE) is to make patients with chronic diseases more autonomous by facilitating their adherence to treatments and improving their quality of life. It is a multidisciplinary and expanding device. This article's aim is to propose a state of play of PE and its perspective in relation to psychology, especially health psychology, as a discipline and a practice. First, the development of PE in its historical context is presented as well as its definition. Then, the place and contribution of health psychology and psychologists in PE is presented. The following points deal with the contributions of research to understand the efficacy of PE, the difficulties that the different professionals face and the place of relatives. Finally, a reflexion about the links between the training of psychologists and the training for PE is proposed.

The Therapeutic Education is a tool allowing the patient to find its own strategies of change by confronting with the point of view of others, by approaching new knowledge and recapturing some skills. The change involves a multitude of psychological processes, which we rarely question. What place do we grant to these psychological processes? What is the role of the psychologist of the health in the ET. We shall approach these notions by discussing a clinical case of a patient obese having participated in a therapeutic patient education “for a long-lasting loss of weight” (Medical Unit of the Nutrition, CHU de Toulouse).