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Pierre-André Doudin

Bio: Pierre-André Doudin is an academic researcher from University of Lausanne. The author has contributed to research in topics: Burnout & Handwriting. The author has an hindex of 12, co-authored 80 publications receiving 730 citations. Previous affiliations of Pierre-André Doudin include University of Geneva & École Normale Supérieure.


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TL;DR: In this paper, a pre-test/train/post-test design was used to assess whether it is possible to help children develop their general understanding of emotions, and the results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group.
Abstract: The main goal of this research was to assess whether it is possible to help children develop their general understanding of emotions. Thirty-six nine-year-old children divided in two groups were examined using a pre-test/train/post-test design. The emotion understanding of the two groups was measured in the pre- and post-test phases using the Test of Emotion Comprehension (TEC). The experimental group received a teaching program about emotions during the training phase: School Matters In Lifeskills Education (SMILE). The control group received no special teaching about emotion during this phase. Results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group. The theoretical and practical implications of the findings are discussed.

99 citations

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TL;DR: The association of visual-motor integration and eye-hand coordination are predictive of the quality of handwriting and should be taken into consideration when children are referred to occupational therapy for difficulties in handwriting.
Abstract: If the influence of visual-motor integration (copying forms) on the quality of handwriting has been widely investigated, the influence of eye-hand coordination (tracing item) has been less well analyzed. The Concise Assessment Scale for Children's Handwriting (BHK), the Developmental Test of Visual Perception (DTVP-2), and the section “Manual Dexterity” of the Movement Assessment Battery for Children (M-ABC) were administered to a group of second grade children (N = 75; 8.1-year-olds). The association of visual-motor integration and eye-hand coordination are predictive of the quality of handwriting (p < . 001). These two skills should be taken into consideration when children are referred to occupational therapy for difficulties in handwriting.

98 citations

Journal ArticleDOI
TL;DR: This article surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym-© method, and found that teachers as well as student teachers believe in the reality of hem hemisphere dominance but only a few were aware of the Brain gym-style method.
Abstract: Many so-called brain-based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.

74 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigated a range of predictive models for all measures of burnout in both Italian and Swiss teachers, with significant differences emerging between the two groups in relation to their satisfaction with support received.
Abstract: Introduction School-related events require ability on the part of teachers to control their emotional intensity and maintain negative emotions at a low level without compromising their general well-being. Doudin and Curchod (2008) found that satisfaction with received support acted as a buffer against burnout. Objectives The current research focused on risk and protective factors for burnout syndrome, while also taking into account the role of two different school systems. We hypothesized that emotional intensity and dissatisfaction with social support would affect teachers’ levels of burnout. On this basis, we investigated a range of predictive models for all measures of burnout in both Italian and Swiss teachers. Method Participants were 275 primary school teachers (Italian n = 140; Swiss n = 135). Teacher burnout, emotional intensity and dissatisfaction with support received were respectively assessed by means of: the Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996), the Emotional Competence Questionnaire (Doudin & Curchod-Ruedi, 2010) and the Social Support Questionnaire (Doudin, Curchod-Ruedi, & Moreau, 2011). Results In line with our hypotheses, in both Italian and Swiss samples, emotional intensity played a significant predictive role in relation to emotional exhaustion and personal accomplishment, whereas dissatisfaction with support received affected all measures of teacher burnout. Conclusions Our results provide fresh evidence for the protective role of social support in a profession that is particularly at risk of burnout. More specifically, burnout was predicted by the same pattern of variables in Italian and Swiss teachers, with significant differences emerging between the two groups in relation to their satisfaction with support received.

46 citations

Journal ArticleDOI
01 Apr 2013-Alter
TL;DR: In this paper, the obstacles to pratiques d'integration ou d'inclusion imputables au malaise qu’elles peuvent susciter chez les enseignants.

24 citations


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665 citations

Journal ArticleDOI
TL;DR: The authors examined the development of these nine components and their interrelationship and found that children display a clear improvement with age on each component; three developmental phases may be identified, each characterized by the emergence of three of the nine components; correlational relations exist among components within a given phase; and
Abstract: In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding of all these various components has been simultaneously assessed. The goal of the current research was to examine the development of these nine components and their interrelationship. For this purpose, 100 children of 3, 5, 7, 9 and 11 years were tested on all nine components. The results show that: (1) children display a clear improvement with age on each component; (2) three developmental phases may be identified, each characterized by the emergence of three of the nine components; (3) correlational relations exist among components within a given phase; and (4)...

633 citations

Journal ArticleDOI
TL;DR: This article found that children with advanced language skills are better at mental-state understanding than those without, and exposure to maternal conversation rich in references to mental states promotes mental state understanding, as do experimental language-based interventions.
Abstract: Children progress through various landmarks in their understanding of mind and emotion. They eventually understand that people's actions, utterances, and emotions are determined by their beliefs. Although these insights emerge in all normal children, individual children vary in their rates of progress. Four lines of research indicate that language and conversation play a role in individual development: (a) Children with advanced language skills are better at mental-state understanding than those without advanced language skills, (b) deaf children born into nonsigning families lag in mental-state understanding, and (c) exposure to maternal conversation rich in references to mental states promotes mental-state understanding, as do (d) experimental language-based interventions. Debate centers on the mechanism by which language and conversation help children's understanding of mental states. Three competing interpretations are evaluated here: lexical enrichment (the child gains from acquiring a rich mental-st...

250 citations

Journal ArticleDOI
TL;DR: In this article, different theoretical approaches to the study of emotions are presented: emotions as private (psychodynamic approaches), emotions as sociocultural phenomena (social constructionist approaches); and a third perspective (interactionist approaches) transcending these two.
Abstract: Differing theoretical approaches to the study of emotions are presented: emotions as private (psychodynamic approaches); emotions as sociocultural phenomena (social constructionist approaches); and a third perspective (interactionist approaches) transcending these two. These approaches have important methodological implications in studying emotions in the field of education. Researchers of emotions in education need to make their theoretical assumptions about emotion explicit and acknowledge the complexity involved in the study of emotion.

194 citations

Journal ArticleDOI
TL;DR: The method's main steps are presented and illustrated by an example extracted from a survey that aimed to cluster respondents to a questionnaire that included both closed and open-ended questions.

168 citations