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Keywords: changement en continu, apprentissage organisationnel, gestion des connaissances, capacité organisationnelle de changer, leadership transformationnel

Many of the child welfare policies and practices in Switzerland before the law reform of 1981 were rather invasive and were exercised under a legal context that sometimes threatened basic human rights. The inclusion of survivors of such measures in the research process has been vigorously requested in Switzerland. Therefore, four individuals who had been placed in institutions as children have been included in the process of preparing a recently initiated, 60-year follow-up study of individuals placed in infant care institutions in Switzerland in the late 1950s and early 1960s. Using focus interviews and “think-aloud” methods, the interviewees commented on two parts of the planned research process: (a) how to contact the cohort, and (b) finalising the assessment instruments. Data were analysed using qualitative content analysis. Interviewees felt their participation was a sign of recognition of their experience and expertise. Their input contributed to the research in a host of ways. For example, they helped to make documents more understandable, identified errors and redundancies, and pointed out wording that might cause insecurities or negative reactions. They also pointed to shortcomings in some of the items used in the assessment instruments. In addition, they made significant contributions regarding how best to approach and work with the cohort. This study shows that, when researching historical compulsory social measures, the inclusion of formerly institutionalised individuals in development and implementation is not only feasible, but is of significant benefit to the quality of the research.

Keywords: participatory research, institutional care, infant care, compulsory social measures

Despite significant progress in the psycholinguistic study of translation, research on its neurological underpinnings has been limited and sparse. Translation scholars have recently taken an interest in relevant neuroscientific evidence, focusing on imaging studies. This paper addresses the issue by considering an equally important body of data: clinical evidence. Specifically, a hypothesis-driven analysis is offered of 21 cases of brain-lesioned bilinguals exhibiting translation disorders. Three neurofunctional and three neuroanatomical hypotheses are derived from the Revised Hierarchical Model and the Declarative/Procedural Model, respectively. Consistent with relevant predictions, the evidence suggests that there are neurofunctionally independent routes for translation, as opposed to monolingual speech production; backward, as opposed to forward, translation; and form-based, as opposed to conceptually mediated, translation. Available data further indicates that word and sentence translation are critically subserved by posterior brain areas implicated in declarative memory, and by frontobasal areas implicated in procedural memory, respectively. In addition, translation routes appear to be entirely left-lateralized.

Keywords: brain processes, bilingual aphasia, translation routes, Revised Hierarchical Model, Declarative/Procedural Model, procès cérébraux, aphasie bilingue, routes de traduction, modèle hiérarchique, modèle déclaratif/procédural

This essay sheds light on the multitude of ways in which photography can be used to research health and vulnerabilities by drawing upon three research projects conducted in Brazil. In the first research project, photography is a documentary source used to explore the definitions of insanity and normalcy in the context of psychiatric clinics throughout different periods, and to capture more recent local creative experiences in the context of the Brazilian psychiatric reform. Then, on the basis of an account consisting of choreographic images of bodies who work in tidal waters, photography allows readers to broaden their understanding of the daily work of island shellfish harvesters. Lastly, we share the experiences of an action research project that organized self-portrait workshops for Black youth living in a working-class district of Salvador, to promote healthy physical and sexual practices and ethnic-racial and gender-based empowerment. By taking a careful look at groups subject to social invisibility, vulnerability or a certain degree of stigmatization, these projects uncover social and political inequalities that have been shaped by history. These echoed experiences enhance the heuristic and sensitive dimensions of photography, whose place in research contributes towards preserving the ability to imagine and create, so necessary to moving beyond the methodological imitation that is captured in the production of knowledge.

Keywords: Photographie, santé, vulnérabilité, corps, mouvements, imagination, Photography, health, vulnerability, body, movement, imagination

This article proposes a sociological theoretical framework to analyze and better understand theoretically the roles of the actors taking part in the processes of assessment activities at school. This proposal is based on a narrative review of 24 French-language studies. The normative paradigm underlines the importance of social structures with regard to the actions of actors and makes it possible to understand the institutionalization and homogenization of assessment activities. The social actor paradigm highlights the reflexivity and knowledge of actors, as well as the way they mobilize institutional structures to achieve their goals. The critical paradigm makes it possible to highlight problematic issues within educational systems, which reproduce social hierarchies at school, as well as the means of transforming them and emancipating the actors. This article contributes to the sociology of school assessment by proposing a framework that allows dialogue between studies in this field.

Keywords: évaluation scolaire, classroom assessment, actors, acteurs, sociology of evaluation, sociologie de l’évaluation, enseignants, teachers, élèves, students

In this paper, we analyze the relationship between the publicness of the working environment and employee workplace commitment within Swiss public administrations. More than a thousand public employees from different organizations and institutional levels were surveyed, using a questionnaire designed for measuring multi-anchor commitment. Our study shows that beyond theoretical publicness, the actual perceived publicness by the surveyed employees' working environment is more closely related to their commitment; especially for the most salient public commitment anchors. Besides, we propose an innovative approach of the Person-work environment Fit, of potential interest for public management scholars and practioners.

Keywords: Publicitude théorique et perçue, engagement au travail, ancres d'engagement, employés publics, P-E Fit, Theoretical and perceived publicness, workplace commitment, commitment anchors, public employees, P-E Fit, Publicness teórico y percibido, compromiso en el trabajo, anclas de compromiso, empleados públicos, P-E Fit

Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers' classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings.

Mixed research was conducted to uncover the ethical concerns that confronted college teachers in the course of their work. Using data from eight discussion groups, a questionnaire was developed and sent online to permanent and full time teachers working for Quebec's francophone college system, to which 1,340 teachers responded. The data collected made it possible to identify ethical concerns considered by professors to be strong or very strong with respect to students, colleagues, administrative boards, themselves, teaching and the profession.

Functional behavior assessment and the selection of function-based interventions are best practices in the treatment of challenging behavior. However, few studies have examined the skills of psychoeducators in functional behavior assessment. In this study, 54 psychoeducators analyzed ABC narrative recording and Open-Ended Functional Assessment Interview (OEFAI) transcripts to identify the function of challenging behavior in four children with autism spectrum disorders. Psychoeducators produced more accurate functions when using the OEFAI for the behavior of three children and when using the ABC recording for the behavior of one child. When we compared the conclusions of the psychoeducators with those produced by behavior analysts, four of seven comparisons indicated that behavior analysts were more accurate whereas the other three were non differentiated. Altogether, the results underline the importance of refining training in functional behavior assessment for psychoeducators.

Keywords: Analyse descriptive, analyse fonctionnelle, évaluation fonctionnelle, évaluation indirecte, psychoéducateur, validité convergente, Descriptive analysis, functional analysis, functional assessment, indirect assessment, concurrent validity, psychoeducator