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The quality of relationships is recognized as an essential determinant of students' well-being at school. To try to understand it, different methods have been proposed, including the Classroom Assessment Scoring System (CLASS), a tool for observing and evaluating the quality of interactions in an educational context. Developed by the team of Pianta, La Paro and Hamre in the United States since 2008 and widely used in the world, it is still little known in France. This article describes this tool by focusing on the dimensions related to the quality of relationships between students and teachers. It then presents a review of the international literature exploring its use to assess relationships and for training purposes. Taking into account the criticisms about the tool, the relevance and possibility of its use to evaluate and train in the quality of the educational relationship in the French context are discussed. [ABSTRACT FROM AUTHOR]

In the paramedical training establishments and institutes of Northern Gironde, all stakeholders are mobilizing to enhance the attractiveness of healthcare professions. The human resources department and the general coordination of care activities are implementing a proactive social and managerial policy in connection with training institutes that are working to attract learners to a peri-urban and rural area. Like an invitation to live an epic, a commitment to share an adventure with passion, that of discovering the caring professions., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

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Copyright of Diabetes & Metabolism is the property of Masson Editeur and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Depression is one of the most prevalent disorders of our time. Depression remains nowadays in France and worldwide a major public health problem, still relatively difficult to treat, despite the important ongoing therapies currently available (anti-depressants, cognitive-behavioral therapy, etc). While antidepressant drug therapies are helpful for many depressed people, they also have many drawbacks and side effects. The maintenance in the longer term of treatment effects poses a particular problem, given the high probability of occurrence of depressive relapse, very difficult to avoid. However, research show that relapses are lower in psychotherapy. The positive psychology interventions offer some novel and promising perspectives for clinical practice. They prove indeed effective and complementary to other treatments of depression previously proposed and their effects seem to last longer. The aim of this article is to present positive psychology, and especially the new emerging positive psychotherapy and to underline its key features and benefits in the treatment of depression. The results of empirical studies and meta-analysis are promising; we thus encourage French clinicians to integrate positive psychotherapy and interventions promoted by Martin Seligman et al. to cultivate a lasting sense of well-being, which is a valuable resource for more effective and sustainable eradication of depression. [Copyright &y& Elsevier]

Asking the question of wellbeing in the city might appear as a secondary concern given the current sustainable city concept, which concentrates on minimizing energy consumption and reducing CO2 emissions. However this article proposes to reflect on interactions between the olfactory dimension of a place, the sensoriality of human beings and their state of wellbeing based on the example of the RER B subway platform at Châtelet-Les Halles in Paris. Our work had recourse to neurosciences to deal with the complexity of the olfactory sense, the perception process and the feeling of wellbeing. This work highlights the importance of human condition as a species, as individuals and as social beings in the modes of olfactory perception. It ends with raising new questions, in particular about the link between wellbeing and odor: does odor influence the state of wellbeing? Does absence of wellbeing induce a negative olfactory evaluation? Our research aims to foster a much needed dialog with the neurosciences. [ABSTRACT FROM AUTHOR]

Objective: Sociotropy and autonomy have been described as personality styles promoting the occurrence of stress in individuals. The SAS (for sociotropy-autonomy scale) corresponds to a 60-item instrument devoted to sociotropy and autonomy estimation in various populations. However, the different SAS versions display variations in item scoring, in scale structure and in factor composition. Furthermore, there is a lack of scale invariance analysis. Consistent with a larger work dedicated to understanding contributors of students' achievement during their trainings, the objective of this study was devoted to a refinement of French SAS item properties and to a measure of scale invariance in order to ensure that the French SAS be a trustable tool to measure sociotropy and autonomy among first- year students. Because a preliminary analysis invalidated several SAS items, a second objective has consisted of the definition and validation of a new scale estimating social dependency in students., Methods: In all, 2365 students registered in first year of technological training (n=778) and health training (n=1587) were enrolled. They were asked to electronically answer the 60-item French SAS. The responses were collected between October and November 2017 for students registered in technological formation, and between March and April 2018 for health students. Item-score correlation coefficients (r item-score ) and anti-image correlation coefficients (AIC) were calculated for each item, and threshold values (r item-score >0.3 ; AIC>0.6) were considered as acceptance criteria. Factor analyses were run in order to determine scale structure. Internal consistency was deduced from Cronbach's α, McDonald ω and Great Lower Bound (GLB) coefficients. Convergent and discriminant validities were analysed in considering construct reliability coefficient (CR>0.7), average variance extracted (AVE>0.4), mean shared variance and squared correlation coefficient calculated between two factors, as validity criteria. Configurational, metric and scalar levels of invariance were analysed prior to statistical comparisons of the scores obtained by different subgroups., Results: In all, 1223 responses were collected and analysed. GLB and ω coefficients calculated for the full SAS indicated unacceptable internal consistency. Of the 60 items, 40 did not meet the acceptance criteria (i. e. r item-score <0.3 and AIC<0.6). The remaining items had acceptable psychometric properties, and their composition defined a new scale reflecting the measure of social dependency. The overall scale internal consistency was good (ω=0.83, GLB=0.88). Factor analyses resulted in a replicable 5-factor structure including: need of affection (α=0.74, ω=0.74, GLB=0.77), fear of dropping out (α=0.67, ω=0.68, GLB=0.70), fear of loneliness (α=0.61, ω=0.61, GLB=0.67), attention to others (α=0.69, ω=0.69, GLB=0.71) and worry about the disapproval of others (α=0.71, ω=0.71, GLB=0.74). Discriminant validity was satisfied for all factors. Convergent validity was entirely satisfied for need of affection, fear of dropping out and for attention to others, but it was not optimal for fear of loneliness and worry about the disapproval of others. Invariance measurements identified non-invariant items that were discarded from score calculations. Following statistical comparison, it was observed that female students had higher social dependency and fear of dropping out than males. Furthermore, female students registered in health training had stronger attention to others than did their male equivalents. It was also observed that female health students scored better for social dependency, fear of dropping out, attention to others, and importance of others' gaze than their technology-educated counterparts., Conclusion: This work has invalidated the use of the overall 60-item French SAS to measure sociotropy and autonomy in first year students. By contrast, the refinement of the French SAS items led to a trustable 20-item instrument to investigate social dependency. Scale invariance characteristics allow confident statistical comparisons between sub-groups. This work shows that first-year female students registered in health or technological trainings exhibit a higher social dependency than males. Furthermore, first-year female health students show more social dependency than their technological counterparts. Because the conditions of recruitment of first-year students in heath formations in France are planned to change in September 2020, future studies will be warranted to analyse their social dependency., (Copyright © 2019 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)

Objectives: During the COVID-19 pandemic, the French government has decided a general lockdown. This unprecedented situation has raised concerns about children's and adolescent's mental health. Children and adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) may find this context of restrained activity particularly tricky. The objectives of our study are to gather information about the well-being and global life conditions of children and adolescents with ADHD during the COVID-19 outbreak in France., Methods: We designed a survey including both open-ended questions and questionnaire items for parents of children and adolescents with ADHD. Parents responded to the following open-ended questions: 1) "How is your child doing since the lockdown?" 2) "How is life at home since the lockdown?" 3) "If you had a remote service provision with a mental health professional (e.g. by telephone or video technology), please share your thoughts and any suggestions with us" 4) "Please share any other items that you think are important about ADHD symptoms of your child and the lockdown situation". This survey was posted on social media on the 6th of April and disseminated by French ADHD-parent and patient organizations. The present article reports the descriptive, qualitative and textometrical analyses of the survey., Results: Between day 20 and 30 of lockdown, 538 parents responded to the survey, and we included 533 responses in the final analysis. The vast majority of responders were women 95 % (95 % CI 93,50; 97,18) with children whose mean age was 10,5 (95 % CI 7.58; 13.44). Since the lockdown, 34.71 % (95 % CI 30.70; 38.94) of children experienced a worsening in well-being, 34.33 % (95 % CI 30.34; 38.56) showed no significant changes and 30.96 % (95 % CI 27.09; 35.10) were doing better according to their parents. The thematic analysis showed that an improvement of their children's anxiety was one of the main topics addressed by parents. This improvement related to less school-related strain and flexible schedules that respected their children's rhythm. Improved self-esteem was another topic that parents linked with a lesser exposure of their children to negative feed-back. Parents repeatedly reported both inattention and hyperactivity/impulsivity. However, optimal lockdown life conditions seemed to compensate for the impact of ADHD symptoms (e.g. sufficient space at home, presence of a garden). Some parents reported worsening of general well-being in their children, and this manifested as oppositional/defiant attitudes and emotional outbursts. Parents also cited sleep problems and anxiety in this context. As regards everyday life during lock-down, at-home schooling was another major topic-parents described that their children struggled to complete school-related tasks and that teachers seemed to have forgotten about academic accommodations. The lockdown situation seems to have raised parents' awareness of the role of inattention and ADHD symptoms in their children's learning difficulties. Due to potential selection biases, the results of our survey may not be generalizable to all children and adolescents with ADHD. The main strengths of this rapid survey-based study lies in the reactivity of the participants and the quality and diversity of their responses to the open-ended questions., Conclusions: According to their parents, most children and adolescents with ADHD experience stability or improvement of their well-being. An improvement in school-related anxiety and the flexible adjustment to the children's' rhythms as well as parents' increased awareness of the difficulties their children experience are among the key topics in parents' descriptions., (Copyright © 2020 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)