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This exploratory study investigated the outcomes of the program 'Des mots pour les maux', a program adapted to French and aimed at re-educating different components of written language on graphophonological correspondences and spelling representations with six students with dyslexia or at risk of presenting such disorder. The study is divided into 2 phases which 6 measures are taken: Phase 1 (at the beginning of the study, and 3 and 6 weeks after standard orthopedagogical interventions) and phase 2 (8 weeks, 16 weeks and 24 weeks after introducing the program tested) in order to assess the skills before and after the introduction of the program. The results suggest some improvement regarding phonological correspondences in reading and, more importantly, orthographic representations in reading and spelling 16 weeks after using the program. This study has thus indicated that dyslexic or at-risk students could benefit from this program 'Des mots pour les maux'. Keywords: Dyslexia, reading and spelling interventions, dual-route cascaded model, reading, spelling La presente etude exploratoire evalue les effets du programme Des mots pour les maux : un programme adapte au francais et visant la reeducation de differentes composantes du langage ecrit sur les correspondances graphophonologiques et les representations orthographiques, aupres de six eleves ayant une dyslexie ou a risque de presenter un tel trouble. L'etude se deroule en 2 phases durant lesquelles 6 mesures sont prises : phase 1 (au debut de l'etude, et apres 3 et 6 semaines d'orthopedagogie habituelle) et phase 2 (apres 8, 16 et 24 semaines du programme teste), afin d'evaluer les competences avant et apres l'introduction du programme. Les resultats semblent indiquer que le programme ameliore en partie les correspondances graphophonologiques en lecture, et plus particulierement les representations orthographiques en lecture et en orthographe apres 16 semaines d'intervention. Cette etude demontre ainsi que les eleves a risque de presenter une dyslexie ou ayant une dyslexie pourraient tirer profit du programme. Mots-cles : dyslexie, programmes reeducatifs, modele cognitif a double voie, decodage, orthographe, Introduction La dyslexie est un trouble neurodeveloppemental qui affecte la capacite a apprendre a lire et a ecrire, plus particulierement sur le plan du decodage de la lecture et de [...]

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Zika virus is a mosquito-vectored flavivirus first isolated in 1947 in the Zika forest in Uganda (1). For the next 60 years, Zika virus was considered to cause sporadic and [...]

Background: Cognitive difficulties are a frequent complaint in long COVID and persist for more than a year post- infection. There is a lack of evidence-based data on effective intervention strategies. Non-pharmacological intervention programs that are used with other neurological populations have not yet been the subject of controlled trials. COVCOG is a multicentric, randomized trial comparing cognitive intervention and a cognitive-behavioural counselling. Methods/design: Patients with long covid are selected and recruited at least three months post-infection. Patients are randomised in a 1:1 ratio into the cognitive (neuropsychological psychoeducation) and affective (emotion management with cognitive-behavioural counselling) intervention arms. The inclusion of 130 patients is planned. The cognitive intervention includes psycho-educational modules on fatigue and sleep, attention and working memory, executive functions and long-term memory. The affective intervention includes modules on emotion recognition and communication, uncertainty management and behavioral activation. The main objective is to reduce cognitive complaints 2 months after the intervention. A Follow-up is also planned at 8 months. Discussion: Given the long-term effects of Covid on cognition and the negative effects of cognitive impairment on quality of life and social participation, it is important to determine whether low-dose, non-pharmacological interventions can be effective. The trial will determine which of the usual types of intervention is the most effective. Trial registration: Clinicaltrials.gov Number: NCT05167266 (21/12/ 2021). [ABSTRACT FROM AUTHOR]

The objective was to determine the interest and psychometric properties of a new QOL self-assessment questionnaire suitable for children 8-12 years old measuring alpha, beta and gamma changes: the "Inventaire Systemique de Qualite de vie pour Enfants" (ISQV-E[C]). This was a cross-sectional validation study. 288 children have completed the ISQV-E. Other tools were used: The "Autoquestionnaire de Qualite de Vie Enfants Image" (AUQUEI), the State-Trait Anxiety Inventory for Children (STAIC), the Children's Depression Inventory (CDI). The internal consistency of the four scores of the ISQV-E (state, goal, rank and gap) is satisfactory. All scores have their own specificity. The data show the convergent validity, sensitivity and applicability of the ISQV-E. On the other hand, no satisfactory factorial structure was found although a multidimensional theoretical perspective was applied. The feasibility of the ISQV-E seems clearly demonstrated and the value of this new tool seems evident in contexts of physical, psychological or social problems. The validation study was promising but certain points such as test-retest reliability remain to be studied.

Purpose: Ever since the concept of Quality of Work Life (QWL) was first used over 30 years ago, a range of definitions and theoretical constructs have succeeded each other with the aim of mitigating the many problems facing the concept. A historical overview of the concept of QWL is presented here. Given the lack of consensus concerning the solutions that have been developed to date, a new definition of QWL is suggested, inspired by the research on a related concept, general Quality of Life (QOL) which, as the literature shows, has faced the same conceptualization and definition problems as QWL. Based on the suggested definition of QOL, a definition of QWL is provided and the measuring instrument that results there from (the Quality of Working Life Systemic Inventory - QWLSI) is presented. Finally, the solutions that this model and measuring instrument provide for the above-mentioned problems are discussed.

If music connects to our most resonant emotional strings, why have not we used it to assess emotions? Our goal was to develop and validate the Measure of Emotions by Music (MEM). A total of 280 participants were randomly assigned to MEM Condition 1 (excerpts) or MEM Condition 2 (excerpts and adjectives). All participants responded to the PANAS-X. The internal consistency (α) of the MEM subscales (Happy, Sad, Scary, Peaceful) was in acceptable-to-strong range and similar to the PANAS-X. Construct validity of the MEM illustrated cohesive convergence to the PANAS-X. Confirmatory factor analysis confirmed the validity of a four-factor solution, as intended in the MEM. Split-half reliability shows good fidelity. A total of 69% of the respondents mentioned a preference for the MEM. The MEM demonstrates very good psychometric characteristics, seems to be an appreciated way to measure emotional states and may represent an interesting alternative for clinical groups having difficulties to identify their emotion with words. [ABSTRACT FROM AUTHOR]