Julien Morizot’s research while affiliated with Université de Montréal and other places

Plusieurs adolescents, particulièrement les filles, présentent un problème lié à l’anxiété d’évaluation. Les études montrent que l’anxiété d’évaluation a des conséquences négatives aux plans scolaire et psychologique, à court et à long terme. Cette étude vise à examiner de façon longitudinale si l’anxiété d’évaluation affecte négativement le fonctionnement scolaire (engagement scolaire, compétence scolaire perçue et rendement scolaire) et le fonctionnement psychologique (symptômes dépressifs et estime de soi) des jeunes, en contrôlant pour différentes variables au premier temps de mesure, soit les facteurs sociodémographiques, l’adversité familiale, les symptômes d’anxiété sociale et les symptômes d’anxiété généralisée. L’étude a été réalisée auprès de 10 918 adolescents provenant de 71 écoles secondaires au Québec. Les résultats des analyses de régression montrent que l’anxiété d’évaluation est associée à des difficultés scolaires et psychologiques au deuxième temps de mesure avant l’ajout des variables de contrôle. Elle demeure prédictive de la compétence scolaire perçue, d’une plus faible estime de soi et de symptômes dépressifs après l’ajout des variables de contrôle. La discussion porte sur les implications théoriques et cliniques de l’anxiété d’évaluation.

Research has shown so far the efficacy of day hospital treatment programs for patients with a personality disorder experiencing a crisis episode. However, relatively few studies have relied on a dimensional definition of personality pathology, despite the rise of dimensional models of personality disorders in recent years. The objective of this study is therefore to delimit profiles of patients with a personality disorder admitted in a day hospital treatment program using dimensional models of personality and attachment, and psychological distress. A total of 287 patients with a personality disorder completed a series of self-report measures assessing the Big Five personality traits, the Dark Triad components, insecure attachment dimensions, and psychological distress. Cluster analysis, successively using hierarchical and TwoStep algorithms, yielded a three-cluster solution. The three clusters were labeled: Externalizing-Antagonistic, Internalizing-Detached, and Relational and Emotional Difficulties. Each cluster showed a specific pattern of scores on Big Five personality traits, Dark Triad components, and insecure attachment dimensions, and all clusters were associated with clinically significant levels of psychological distress. Results highlight that features from the externalizing, internalizing, and/or detachment spectra of psychopathology distinguish clusters of PD patients admitted in a day hospital treatment program. These clusters are aligned with descriptions found in the recently proposed Hierarchical Taxonomy of Psychopathology. A continuum of severity in personality impairments across the three clusters was also discovered. The clinical and conceptual implications of the three-cluster solution are discussed.

Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. This study offers a preliminary validation of the Student-Rated Parental School Involvement Questionnaire (SR-PSIQ); factor structure, measurement invariance, and predictive validity were assessed. Data collected on four measurement occasions from 923 French-Canadian primary school students was used. Results favored a four-factor model (parental expectations, parent–child communication, homework supervision, and school-based involvement). The SR-PSIQ was invariant across time, student gender, parental immigration status, and socioeconomic status. Regarding predictive validity, all dimensions of parental involvement were associated with later student engagement. Overall, the SR-PSIQ is a brief, valid, and reliable instrument that can easily be used by researchers or partitioners who want to understand how parents are involved in their child’s schooling.

School climate is an essential ingredient of student well-being and academic success. Although it has been studied extensively, only a few well-validated instruments are available for the assessment of school climate. The aim of this study was to assess the factor validity and measurement invariance of the Socio-educational Environment Questionnaire (SEQ) using data from a longitudinal cohort of 1036 French-Canadian high school students who were assessed on three occasions. Exploratory structural equation modeling was used to empirically test the factor structure and measurement invariance across time and gender. The results supported the proposed SEQ five-factor model (teacher–student relationship, student relationships, justice climate, academic climate, and safety climate) and its longitudinal invariance across high school years. Gender invariance was also established. Finally, predictive validity was assessed. Among the five school climate dimensions, teacher–student relationships, academic and safety climate were related to subsequent school engagement. School climate was not associated with either boys’ or girls’ academic achievement. Overall, this study suggests that the SEQ is a valid and reliable short tool for the assessment of school climate in high school.

Background Individuals with autism spectrum disorder (ASD) present heterogeneous symptom manifestations and responses to intervention. Despite being well-established, early intensive behavioral intervention (EIBI) has produced inconsistent responding across studies. Investigating individual differences and identifying more homogenous subgroups in samples may lead to a better understanding of symptom heterogeneity in ASD and response to EIBI. Method Adopting a person-centered perspective, we conducted latent profile analyses (LPA) to explore the presence of homogenous subgroups in our sample of 233 preschoolers with ASD receiving early behavioral intervention services. We investigated predictors of group membership using logistic multinomial regressions and outcomes of membership with the BCH approach available in Mplus. Results We found four latent profiles in our sample: a mild impairment profile, a severe impairment profile, and two intermediate profiles with combinations of mild to moderate autistic symptoms, adaptive functioning, and intellectual functioning. Only the annual family income predicted profile membership. All profiles made progress during the intervention period, with varying magnitudes of change. During the follow-up period, the moderate impairment and the severe impairment profiles showed stability or improvement in adaptive functioning, while the two mild impairment profiles showed a slight decrease. Conclusions Our study contributes to the literature by suggesting the presence of distinct profiles with differences in their response to EIBI. The profiles associated with better short-term outcomes were different than the profiles who maintain their gains more consistently over time. This finding may guide both practitioners and researchers assessing the effects of intervention.

Background Borderline personality disorder (BPD) is a clinical condition associated with numerous individual and collective negative consequences. According to several etiological theories and retrospective research, child maltreatment (CM) may be considered a central factor explaining BPD development. Objectives In order to verify this hypothesis, a systematic review of prospective longitudinal studies was conducted. Methods Following searches in five electronic databases, 19 articles that examined the relationship between CM (i.e., physical, sexual and emotional abuse; physical and emotional neglect) and BPD (i.e., diagnosis or severity score) were selected. Results Overall, the results only partly confirm the hypothesis that CM is a risk factor for BPD. Evidence for a prospective relationship between CM and later BPD is stronger in studies using a symptom count compared to a categorical diagnosis. However, the small number of studies precludes assessing the differential impacts between CM types and BPD. Conclusion Available prospective longitudinal studies do not unequivocally support the idea that CM is a robust risk factor for BPD. Future research needs are discussed.

The major advantage of the Big Five Personality Trait Short Questionnaire (BFPTSQ) over other noncommercial Five-Factor Model (FFM) personality scales is that it targets both adolescents and adults. The aim of the present study was to explore the psychometric properties of this questionnaire in a Spanish, adolescent sample. The main sample was composed of 1,082 participants (Mage = 14.16, SD = 1.56, age range = 12-17 years), 53% girls. The results showed that the expected factor structure was mostly recovered using exploratory structural equation modeling (ESEM). The ESEM presented satisfactory fit indices, as well as metric invariance and partial scalar invariance across genders. Moreover, coefficient αs and ordinal Ωs of all the scales were over .70, and test-retest indices were significant (p < .001). Regarding the associations of BFPTSQ with a junior FFM inventory, the correlations with the broad-trait scales ranged from .61 to .72, and 29 out of 30 correlations with the facet scales were significant (p < .001). Finally, most of the expected associations between the BFPTSQ scales and the criterion measures (internalizing and externalizing symptom scales, life satisfaction, and academic performance) were confirmed, widely replicating the results found in the development of the original questionnaire. This study supports the construct validity of extraversion, agreeableness, conscientiousness, and emotional stability scales in Spanish-speaking adolescents. However, openness did not emerge as a well-defined factor in the present sample. The questionnaire seems to be a useful and readable measure for research and, potentially, for other applications such as clinical use. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Cet article présente l’évolution de la psychoéducation au Québec en la situant dans le contexte de quatre périodes historiques qui correspondent chacune à des doctrines successives de la prise en charge des jeunes en difficulté par l’État québécois. Les racines de l’École de psychoéducation (ÉPÉ), créée à l’Université de Montréal au début des années 1970, sont déterrées jusqu’au dernier quart du 19 e siècle lorsque la doctrine dominante était la réforme. Par ailleurs, une formation sur la jeunesse inadaptée avait pris forme dans des internats pour enfants et adolescents avant la création de l’ÉPÉ dans les années 1950-1960. La doctrine de la rééducation commençait alors à remplacer celle de la réforme. Cette rééducation scientifique se construisait déjà en raison de son assise théorique, d’activités diverses de recherche et de stages. Le Boscoville classique atteignait alors son apogée. L’ÉPÉ a repris ce modèle avec des cours sur les théories du développement psychologique et les connaissances sur l’organisation et le fonctionnement d’un internat et des stages pratiques. Par la suite l’ÉPÉ s’est adaptée, à partir du milieu des années 1970, à la doctrine de l’hétérogisme qui prônait, entre autre, la désinstitutionalisation et la diversification des services et des approches cliniques. Elle a alors pris la direction des recherches longitudinales, soit expérimentale ou évaluative. Surtout, elle a accepté progressivement un large éventail de types de difficultés d’adaptation et une diversité de milieux pour la pratique de la psychoéducation. Elle a aussi remplacé, au cours des années 1990, l’approche psychodynamique par celle dite cognitivo-comportementale et elle a fait un clin d’oeil à la psychopathologie. La dernière période, depuis 2000, a été celle du contrôle légal, organisationnel, professionnel et scientifique, c’est-à-dire l’imposition de processus, règles et procédures qui limitent les initiatives créatrices. Tous ces changements et contraintes successives amènent à conclure que la psychoéducation est devenue une discipline en dissipation.

Despite showing effects in well-controlled studies, the extent to which early intensive behavioral intervention (EBI) produces positive changes in community-based settings remains uncertain. Thus, our study examined changes in autistic symptoms and adaptive functioning in 233 children with autism receiving EBI in a community setting. The results revealed nonlinear changes in adaptive functioning characterized by significant improvements during the intervention and a small linear decrease in autistic symptoms from baseline to follow-up. The intensity of intervention, initial age, IQ and autistic symptoms were associated either with progress during the intervention or maintenance during the follow-up. The next step to extend this line of research involves collecting detailed data about intervention strategies and implementation fidelity to produce concrete recommendations for practitioners.