This article explores a new empirical approach to explaining some social difficulties experienced by talented students: peer envy toward their gifts and talents. A sample of 689 French Canadian high school students completed two questionnaires addressing both the envy they felt anid the envy expressed toward them. The results focus on two themes: (a) the relative intensity and frequency of envy toward gifts and talents as compared to other potential objects of envy, and (b) the influence of various student characteristics or school settings on the students' answers. The results show a large discrepancy between the envious and envied perspectives. In the first perspective, students did manifest more envy toward their peers' social and financial successes than toward their academic achievements or intelligence. On the other hand, when invited to identify, objects for which they were envied, academic talent became the object most frequently reported.

Les difficultés comportementales associées au trouble déficitaire de l'attention/hyperactivité (TDAH) altèrent significativement le fonctionnement du système familial et provoquent un fort niveau de stress parental (Barkley, 2005). Cette étude examine les impacts d'un programme d'interventions multidimensionnel de groupe (Multi-Propulsions) sur le stress parental et la qualité de la relation parent-enfant. Ce programme comporte trois volets: un programme d'interventions cognitives comportementales pour les enfants avec des activités physiques dans un gymnase, un programme de formation à des stratégies de gestion comportementale pour les parents et des activités conjointes permettant la pratique supervisée des stratégies apprises par les enfants et leurs parents. L'échantillon se compose de vingt-trois familles d'enfants de 6 à 12 ans ayant un TDAH qui proviennent de la Clinique des troubles de l'attention de l'hôpital Rivière-des-Prairies. Les familles ont été réparties au hasard en deux groupes: intervention et liste d'attente. Les résultats montrent une diminution significative du stress parental à la fin du traitement, en particulier celui lié au domaine de l'enfant, et ces effets se maintiennent quatre mois après le traitement. De plus, les résultats montrent une amélioration significative de la qualité de la relation parent-enfant.

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Le stress à l'école Volume 43, numéro 2, automne 2015 URI : id.erudit.org/iderudit/1034490ar

Personality disorders are frequently associated with socially unacceptable behaviours that might not be always considered deviant. On the other hand, envy has been linked with various forms of maladjustment such as interpersonal conflicts, low self-esteem, depression, anxiety, aggressiveness, and even criminal behaviour such as vandalism and even murder. According to the DSM-IV, none of the personality disorders, except the narcissistic personality, is formally associated with envy. Nevertheless, this "deadly sin" is so omnipresent in human relationships that it cannot be restricted only to the narcissistic personalities. Most scholars recognise that people would deny that they envy someone else since envy is socially considered as highly undesirable; verbal reports are expected to be biased. To circumvent this difficulty, a projective questionnaire is proposed. We constructed two questionnaires: a direct version (DV) and an indirect version (IV). The sample consisted of 786 students from high school and university. Results suggest that the indirect version provides a more accurate assessment of envy.

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A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders' perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme's first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors.