French-speaking Context Research Articles

‘But […] how can you call yourself not binary???’: Linguistic self-determination, gatekeeping and trans identities in the French-speaking context

This article explores the challenges posed by a self-determination model of identity for nonbinary French speakers. Situating nonbinary French speakers within a broader context of governmental and institutional rejection of nonbinary French, the article examines examples of nonbinary expression found in online mediatized representations as well as how this nonbinary expression is framed by narrators and producers of the content. In the two video examples selected for analysis, both taken from YouTube, nonbinary French speakers articulate nonbinary identity through a variety of linguistic strategies that include nonbinary linguistic forms and novel uses of binary language. However, regardless of the strategies used, narrators reframe these linguistic innovations under a gender binary. The reasons put forth for rejecting nonbinary expression may differ, but they all work to deny the existence of nonbinary people. Cet article explore les problèmes que pose un modèle identitaire d'auto-détermination pour les francophones non-binaires. Il présente d'abord le contexte de rejet gouvernemental et institutionnel du français non-binaire auquel les francophones non-binaires sont confrontés. Ensuite, cet article examine plusieurs exemples d'expression non-binaire présents dans des vidéos en ligne ainsi que la manière dont les narrateurices et producteurices de ces vidéos articulent cette expression non-binaire. Dans les deux vidéos YouTube qui ont été sélectionnées et analysées dans cet article, les francophones non-binaires articulent leur identité non-binaire au travers de multiples stratégies linguistiques qui comprennent non seulement des néologismes non-binaires mais aussi une utilisation innovante de la langue binaire. Cependant, les narrateurices de ces vidéos imposent une vision binaire du genre sur ces innovations linguistiques, et ce peu importe les stratégies employées par les francophones non-binaires présent.es dans ces vidéos. Les raisons qui motivent ce rejet de l'expression non-binaire diffèrent, mais elles mènent toutes Á une négation de l'existence des personnes non-binaires dans le monde francophone.

Bilingualism of Children in Different Multilingual Contexts

Many parents and professionals believe that learning to speak, read and write in two languages can lead to academic deficiencies due to cognitive overload and the risk of confusion linked to handling two language codes. Therefore, some bilinguals abandon or are tempted to abandon one of the two languages, often the first language, in exchanges with their children, in favor of the language of schooling. However, all recent scientific data tend to show that bilingualism is an asset more than a handicap. Nevertheless, these positive results most often concern English-speaking contexts and are not directly transposable to a French-speaking context. Drawing on the results of our work carried out in Oceania and in other territories, this article will deal with bilingual development and the impact of educational systems that promote the heritage or local languages from primary school. More specifically, the oral language of the bilingual, biliteracy and the effects of cross-linguistic transfer will be addressed. Results from both longitudinal studies in New Caledonia and French Polynesia, confirmed by other studies conducted in Sub-Saharan African, show a positive effect of the bilingual education curriculum on local language (Drehu and Tahitian) skills without having negative effects on French. We demonstrated that the expected effects of cross-linguistic transfer are only possible if the pupils learn to read and write in the two languages (local language and French). Additionally, learning to read in one of those local languages makes it easier to learn to read in French, which has a more opaque writing system.

Implementing recommended approaches to assessing multilingual children’s speech

Traditional approaches to assessing speech production are not appropriate for the diagnosis of speech sound disorders (SSD) in multilingual children. This study explored the implementation of recommended approaches to assessing the speech production of multilingual children in a French-speaking context. The speech production of 20 multilingual and 20 monolingual children aged 4-6 years was examined using a standardised naming task, parental ratings of intelligibility, and parental concern about speech development. We compared the diagnostic outcomes for monolingual and multilingual children using the norm-referenced approach and a criterion-referenced approach, based on percentage of consonant correct (PCC). We then examined the diagnostic outcomes for the 20 multilingual children using the recommended converging evidence approach (considering multiple measures). Results confirmed that the norm-referenced approach is not appropriate for French-speaking multilingual children, leading to an overdiagnosis of SSD. The converging evidence approach allowed for more informed and more nuanced diagnostic decisions for multilingual children.

French-Language Adaptation of the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V)

ObjectivesThis study aimed to adapt the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) protocol for perceptual voice assessment to the French language. The primary objective was to achieve consensus among an international panel of voice experts on the content of the adapted protocol. MethodsTo ensure the relevance and robustness of the French CAPE-V protocol, this study employed a systematic Delphi method and involved an international panel primarily comprising speech therapists and lecturers from France and Belgium. The multi-stage process included an initial panel size of 15 experts. Three rounds of online questionnaires, integrating both quantitative and qualitative data collection, were conducted. Participants provided feedback and ratings on various protocol elements until consensus was reached. Adaptations targeted the choice of task stimuli (sustained vowel, sentence reading, semi-spontaneous speech), of the rating scales, and vocal quality terminology. ResultsThe Delphi process achieved consensus on all elements of the adapted CAPE-V protocol. Notably, the sustained vowel task saw consensus in favor of the vowel /a/. Sentence adaptations achieved substantial agreement, with the final set unanimously approved. The simple Visual Analog Scale (VAS) emerged as the preferred rating scale. Agreement on terms for describing vocal qualities marked a crucial step in establishing a shared vocabulary among French-speaking voice experts. ConclusionsThe study successfully adapted the CAPE-V protocol for perceptual voice assessment to the French language through a systematic Delphi process. The final protocol closely resembles the original English version, maintaining its structure and core objectives. Consensus on sustained vowel tasks, sentence adaptations, rating scales, and vocal quality terminology indicates the relevance and robustness of the adapted protocol. Ongoing validation studies in France demonstrate the potential clinical utility of the adapted CAPE-V in French-speaking contexts, representing a significant step toward standardized and validated voice assessment tools for clinicians and researchers globally.

Assessing the speech production of multilingual children: A survey of speech-language therapists in French-speaking Belgium.

Assessing the speech production of multilingual children is challenging for speech-language therapists (SLTs) around the world. Scientific recommendations to improve clinical practice are available, but their implementation has mostly been described in studies from English-speaking countries. This survey aimed to describe the perspectives and practices of SLTs in assessing the speech production of multilingual children in French-speaking Belgium. An online survey was completed by 134 SLTs in French-speaking Belgium. SLTs predominantly used norm-referenced assessment approaches, which are not recommended for use with multilingual children, and lacked necessary training and resources to implement recommended practices in the assessment of speech production of multilingual children. The shift towards more appropriate practices with multilingual children seems to be in its infancy among SLTs in French-speaking Belgium. Some challenges identified by the SLTs were common to those in other countries and languages, such as the difficulty to distinguish between speech differences and speech disorders. Other challenges were specific to the French language and/or the Belgian context, such as the lack of appropriate tools in French. Action is required to improve clinical practice in assessing the speech production of multilingual children in French-speaking contexts: better training for SLTs regarding linguistic diversity, more implementation research in the field of SLT, and advocacy for linguistic diversity with decision makers. What is already known on this subject Existing research indicates that assessing the speech production of multilingual children is challenging for speech-language therapists (SLTs). Scientific recommendations for best practices have been published, and the shift to more appropriate assessment practices may be progressing differently across countries. SLTs' practices have been described in surveys, mostly conducted in English-speaking countries. Although French is the fifth most spoken language in the world, data about SLTs' perspectives and practices in French-speaking regions are scarce. What this study adds The implementation of recommended practices in assessing multilingual children's speech production was limited among SLTs in French-speaking Belgium. The norm-referenced approach to assessment was predominant and few SLTs used recommended practices (e.g., criterion-referenced measures, dynamic assessment, assessment of the child's speech production in the home language). Some challenges were identified that related specifically to practices in French-speaking contexts (e.g., lack of French tools) and Belgian context (e.g., health policies unfavourable to multilingualism). These findings confirm that specific understanding of a situation is needed to develop context- and/or language-specific solutions-and ultimately improve clinical practice. What are the clinical implications of this work? SLTs in French-speaking Belgium require specific training and support to provide appropriate assessment of speech production in multilingual children. Efforts to improve practices in French-speaking contexts should focus on increasing understanding and consideration of cultural and linguistic diversity at all levels of the child's environment. Evidence-based knowledge, assessment tools and multilingual resources are available to SLTs on websites in French and in English.

The Performance of the Health Communication Assessment Tool© (HCAT-f) in Calibrating Different Levels of Nurse Communication Skills in a French-Speaking Context

Communication skills training is essential in nurse education. Miscommunication may lead to adverse events and unsafe healthcare. To date, valid and reliable instruments to serve both communication training and assessment purposes across different cultural contexts are scarce. The present study empirically tested a French-language version of the Health Communication Assessment Tool© (HCAT-f) across different levels of communication skills performance to establish its reliability and validity through a cognitive fluency framework. Ten experts in communication and 52 nurse educators rated three videos simulating conversations between a nurse and a patient scheduled for lumpectomy. Each video captured a different level of communication skills performed by the nurse: High, medium, and low. Three distinct constructs were identified, i.e., professional presentation, empathy, and trust building. At absolute single-measure, an ICC = .43 suggested adequate interrater reliability of the whole scale for the medium-performed scenario, which decreased in low-performed (ICC = .35) and high-performed (ICC = .18) scenarios. The HCAT-f fulfils the criteria of linguistic equivalence, contextual relevance, and demonstrates acceptable construct validity. It can be used as a summative assessment tool after prior training on scale calibration is in place because interrater agreement was difficult to be established in high and low performance scenarios.

Être parent d’un enfant avec un TDAH : conceptions parentales du trouble et de ses conséquences sur la famille

IntroductionThe ADHD disorder has important consequences on the child's adjustment, but also on family life. Parents are usually involved during the diagnosis process and should be actively involved in the treatment that will follow. However, their representations of the disorder and their experience as parents in the face of the disorder are still poorly documented, especially in the French-speaking context. ObjectiveThe goal of this study is to explore the parents’ views about the etiology of ADHD and the medication, as well as their experiences of the consequences of the disorder on the family, school problems and social relations. MethodAn ad hoc questionnaire assessing the consequences of ADHD in a child was completed online by 128 parents of children between the ages of 5 and 18. ResultsParents mostly agree with the neurodevelopmental origin of the disorder, conception that is related to the use of psycho-stimulants by the child. The majority were satisfied with the effects of the medication, but a significant proportion felt that the efficacy was poor and almost half felt that the side effects were too strong. The experiences of many parents reveal their exhaustion, their worries about their child's health and their own health, as well as the repercussions on their relationship and professional life. ConclusionThis study confirms that the difficulties of families with a child and an adolescent with ADHD should be taken into account in the clinical investigation and in treatment strategies. The results confirm the important place that parental support should take in intervention strategies, including work on co-parenting and involving siblings.

Translation and Validation Study of the French Version of the eHealth Literacy Scale: Web-Based Survey on a Student Population.

BackgroundeHealth literacy is emerging as a crucial concept for promoting patient self-management in an overloaded hospital system. However, to the best of our knowledge, no tool currently exists to measure the level of eHealth literacy among French-speaking people. The eHealth Literacy Scale (eHEALS) is an easy-to-administer 8-item questionnaire (5-point Likert scale, ranging from strongly disagree to strongly agree) that has already been translated into many languages. Currently, it is the most cited questionnaire in the literature.ObjectiveThe aim of this study was to translate eHEALS to French and validate the French version of eHEALS (F-eHEALS).MethodsThe validation of the F-eHEALS scale followed the 5 steps of the transcultural validation method: double reverse translation, validation by a committee of experts (n=4), pretest measurement to check the clarity of the items (n=22), administration of the scale in French via a web-based quantitative study combined with two other questionnaires (Health Literacy Survey-Europe–16 and Patient Activation Measure–13; N=328 students), and finally test-retest (n=78) to check the temporal stability of the measurements obtained from the scale.ResultsThe results obtained for the measurement of factor structure, internal consistency, and temporal stability (intraclass correlation coefficient=0.84; 95% CI 0.76-0.9; F77,77=6.416; P<.001) prove the validity and fidelity of the proposed scale. The internal consistency of F-eHEALS was estimated by Cronbach α of .89. The factor analysis with varimax rotation used to validate the construct showed a 2-factor scale. The effect of the construct was analyzed using 3 hypotheses related to the theory. The F-eHEALS score was correlated with the Health Literacy Survey-Europe–16 score (r=0.34; P<.001) and the Patient Activation Measure–13 score (r=0.31; P<.001).ConclusionsF-eHEALS is consistent with the original version. It presents adequate levels of validity and fidelity. This 2D scale will need to be generalized to other populations in a French-speaking context. Finally, a version taking into account collaborative applications (ie, Health 2.0; eg, Digital Health Literacy Instrument scale) should be considered on the basis of this study.

Bilingual education in Germany: French-speaking context

The research highlights the problem of bilingual education in Germany in a French-speaking context. An analysis of the scientific and pedagogical literature has shown that bilingual education is the type of education that is of constant interest to domestic and foreign scholars. The aim of bilingual education is to develop students' communication and activity skills, which provide an opportunity to act and interact in situations of oral and written speech on the topics of everyday life and on the basis of authentic documents and materials. The organization of bilingual education in the French-speaking context in Germany is aimed at developing students' ability to express personal views, describe and comment on information received, draw conclusions, participate in discussions and debates. It also provides for the development of intercultural skills, as intercultural education aims to form citizens who are open to other peoples, tolerant of their cultural and national uniqueness. From this point of view, educators seek to impart knowledge about the country whose language is being studied. It is primarily a matter of learning to work in direct contact with representatives of other countries. The socio-cultural content of bilingual education in Germany is closely linked to the daily life of society, the positive experiences gained, the successes and challenges of young people, and the modern perception of the European dimension. It involves the use of the latest learning strategies. Students learn to work with authentic texts, receive information from the media and the Internet. German bilingual education experts encourage the active use of innovative techniques and strategies, the use of additional learning tools. The role of self-education and self-improvement, which serve to prepare for language learning throughout life, is growing.

On Cooperation and Im/politeness in French Interactions

In Culpeper’s (2009) extensive study of how impoliteness-related terms are used, especially in relation to people’s expectations in public-service contexts, the term “french” occurs twice, along with “doorman,” “bouncer,” “bartender,” “waitress,” “waiter,” “yorker,” “staff.” Based on this, could one suppose that, in daily interactions in French, the principles of cooperation (Grice, 1975) and politeness come into conflict, leading to the characterization of speakers as impolite? If this is the case, why? How does it occur? Is this characterization specific to public-service contexts, or does it extend to other domains of social life? Aiming to provide answers to these questions, this study draws on the framework of conversation analysis using a socio-pragmatic approach (from Austin, 1962, to Kerbrat-Orecchioni, 2010, and Culpeper, 2021). Guided by socio-cultural and historical factors (Bourdieu, 1984; La Bruyère, 1688), it explores the concept of linguistic im/politeness (Culpeper, 2009, 2021; Curtin, 1995; Meier, 1995) in its interaction with Grice’s (1975) principles of cooperation. To this end, we examine the ritual of greeting, in particular the exchange of “bonjour” in daily social interactions in a French-speaking context, using an authentic data corpus (Reddit, 2014). The results of our analysis show that, in certain situations, when the symmetry of this ritual is broken and the act fails, French speakers attribute to what is understood as politeness a rating higher than they do to cooperation, giving rise to the opposite phenomenon, impoliteness.

Development and Cross-National Validation of a French Version of the Jefferson Scale of Empathy for Students.

Empathy is a multifaceted personal ability combining emotional and cognitive features modulated by cultural specificities. It is widely recognized as a key clinical competence that should be valued during professional training. The Jefferson Scale of Empathy for medical students (JSE-S) has been developed for this purpose and validated in several languages, but not in French. The aims of this study were to gather validity evidence for a newly developed version of the JSE-S and compare it between two French-speaking contexts. In total, 1,433 undergraduate medical students from the universities of Lyon (UL), France and Geneva (UG), Switzerland participated in the study completing the JSE-S in French. Total and partial scores of the three subscales (“perspective taking,” “compassionate care” and “walking in patient’s shoes”) were calculated for each site. Construct validity of the JSE-S was analyzed considering three sources of evidence: content, internal structure and relations to other variables. A first-order Confirmatory Factor Analysis using structural equation modeling examined the three latent variables of the JSE-S subscales. Cronbach’s α coefficients were 0.75 (UG) and 0.81 (UL). The items’ discrimination power ranged between 0.29 and 1.60 (median effect size of 1.24). The overall correlations between items and total or partial scores derived from the latent JSE-S subscales were consistently similar in both study sites. Findings of this study confirm the latent structure of the JSE-S in French and its cross-national reproducibility. The comparable underlying structure of the questionnaire tested in two distinct French-speaking contexts endorses the generalizability of its measure.

Queering the French Académie

Trans and non-binary communities have long known the importance of linguistic practices and the power that determining the meaning of words and which words fit has over one’s feelings of validation, visibility, acceptance and existence. In the French-speaking context, and in France, especially, trans and non-binary people not only have to construct their identities within a strongly binary language but also face the gatekeeping and constraining power of the French Académie. This article examines the linguistic practices of trans users on two online forums and highlights three main strategies used by French-speaking trans and non-binary individuals: (1) the non-normative use of binary grammatical gender to index non-binary identities, (2) the reframing of body parts as either non-indexical of sex/gender or as indexing only one’s self-identified sex/gender, and (3) the use of English terminology.

The Joint Crisis Plan: A Powerful Tool to Promote Mental Health.

Purpose: The Joint Crisis Plan (JCP) has received growing interest in clinical and research settings. JCP is a type of psychiatric advance statement that describes how to recognize early signs of crisis and how to manage crises. The purpose of the present study, to our knowledge the first to be conducted on this topic in the French-speaking context and to include inpatients, was to describe the content of JCPs and how they are perceived by patients and the providers.Methods: The study used an exploratory, mixed, sequential method. Existing JCPs were retrospectively collected in several clinical contexts (hospital, community settings, and sheltered accommodation). Based on their analyses, we conducted semi-structured interviews including some rating scales on the perception of the JCPs among patients and providers in these settings. For the qualitative analyses, content analyses were conducted with a hybrid approach using NVivo 12 software. Data were double-coded and discussed with a third researcher until agreement was reached.Results: One hundred eighty-four JCPs were collected retrospectively and 24 semi-structured interviews were conducted with 12 patients and 12 providers. No relatives could be included in the research process. The content of the studied JCPs was relevant and indicated that patients had good knowledge of themselves and their illness. Improvements in the quality of the therapeutic relationship, respect for patients' choices and wishes, and a greater sense of control of their illness were reported. The JCP was perceived as a very useful tool by patients and providers. Concerning JCP limitations, lack of staff training, difficulties with the shared decision-making process, and the poor availability of the JCPs when needed were reported.Conclusion: The study highlights that JCPs may be used with patients suffering from a large variety of psychiatric disorders in different care settings. The JCP is perceived as very useful by both patients and providers. The promising results of this study support the promotion of the wide use of JCPs with patients who have experienced crises. It is important to continue to research JCPs through impact studies that include family members.

ETHICS EDUCATION IN RELIGIOUS EDUCATION. ANALYSIS OF THE MAJOR ORIENTATIONS FOUND IN ENGLAND’S NATIONAL FRAMEWORK FOR RELIGIOUS EDUCATION

This paper presents an innovative analytical model of Ethics Education, and uses it to analyze the major learning components found in England’s National framework for religious education (NFRE). The model includes seven components: three simple ones – Education for Society (ES), Personal Identity (PI), Education for Otherness (EO) – and four interwoven ones (PI/EO, PI/ES, EO/ES and PI/EO/ES). Our results from the analysis of the NFRE show a strong concentration of PI and EO components in its learning goals, and validates the model of Ethics Education developed in French-speaking context.

Validation of the French versions of two brief, clinician-friendly outcome monitoring tools: the ORS and SRS

While Routine Outcome Monitoring (ROM) of change and therapeutic alliance is proving to be a promising way to address the issues of drop-out and client deterioration in psychotherapy, at present ROM is infrequently employed in French-speaking contexts. This study aimed at testing psychometric properties of the French versions of two popular and widely used ROM tools in the Partners for Change Outcome Management System (PCOMS): The Outcome Rating Scale (ORS) and Session Rating Scale (SRS). The project necessitated a multiple study survey with online data collection of clinical and non-clinical samples, to investigate psychometric qualities (including factorial structure of the two scales), using parametric and non-parametric procedures. In addition, we documented, preliminary estimates regarding clinical cut-off and reliable change indices for ORS. Both ORS and SRS have good psychometric properties regarding brevity. Reliability, normative data, a reliable change index and scale thresholds are reported for the French versions. The clinical use of PCOMS appears promising regarding delivering, regulation, and improvement of psychotherapy in French-speaking areas.

Validation of the French translation of the Dutch residency educational climate test

BackgroundThe learning environment is one of the most influential factors in training of medical residents. The Dutch Residency Educational Climate Test (D-RECT) is one of the strongest instruments for measuring the learning environment. However, it has not been translated in French. The objective of this study is the psychometric validation of the DRECT French version.Material and methodsAfter translation of the D-RECT questionnaire into French, residents of five Moroccan hospitals were invited to complete the questionnaire between July and September 2018. Confirmatory factor analysis was used to evaluate the validity of the construct using the standardized root mean square residual (SRMR), the root mean square error approximation (RMSEA), the Comparative Fit Index (CFI) and the Tucker- Lewis Index (TLI). Reliability analysis was analysed using Internal consistency and Test-retest.ResultsDuring the study period, 211 residents completed the questionnaire. Confirmatory factor analysis showed an adequate model fit with the following indicators: SRMR = 0.058 / RMSEA = 0.07 / CFI = 0.88 / TLI = 0.87. The French translation had a good internal consistency (Cronbach alpha score > 0.7 for all subscales) and a good temporal stability (correlation score between two measurements = 0.89).ConclusionThis French version has an acceptable validity of the construct, a good internal consistency and good temporal reliability, and may be used to evaluate the learning climate. Additional research is necessary in other French-speaking contexts, in order to confirm these results.

Business English Learners’ Perceptions of Synchronous Online Tuition as a Substitute for Face-to-Face Tuition in a French-Speaking Context

The purpose of this research study was to delve into Business English learners’ perceptions of synchronous online tuition and its potential as a substitute for face-to-face tuition in a one-to-one educational context. It involved nine French-speaking students spanning different proficiency levels and who completed at least a course consisting of twenty lessons which involved voice and text-based communication using Cisco Webex Meeting Center. They were asked to complete questionnaires and to attend semi-structured interviews in French, which were recorded and transcribed.The results show that the learners were generally pleased with the course and its medium. They commented on its flexibility both in terms of space and time, the former enabling them to have lessons from their office or home and the latter allowing them to schedule lessons according to their schedules. The respondents believed that the voice-based nature of the medium was effective in enhancing their listening and speaking skills, but not all acknowledged the benefits of text-based communication. Technical issues were considered a hindrance by several participants, while digital literacy, learning disabilities and learning styles were alluded to as factors which could affect the learning process. Blended learning was suggested to include further practice with colleagues or face-to-face tuition.

Screening Youth, Contemporary French and Francophone Cinema ed. by Romain Chareyron and Gilles Viennot

Reviewed by: Screening Youth, Contemporary French and Francophone Cinema ed. by Romain Chareyron and Gilles Viennot Peadar Kearney Romain Chareyron and Gilles Viennot, eds. Screening Youth, Contemporary French and Francophone Cinema. Edinburgh: Edinburgh University Press, 2019. Pp. 250. Screening Youth, Contemporary French and Francophone Cinema is an innovative text that gathers together diverse approaches to the notion of youth in French-language cinema. Editors Romain Chareyron and Gilles Viennot inform us that the desire to produce the collection stemmed from the realization that while youth has been a central interest of Francophone film, this focus has not yet been matched by academic studies. Most debates concerning the 'teen movie' as genre find their roots in studies of Rebel Without a Cause (Nicolas Ray, 1956). Although the 'teen movie' may be less established in the Francophone world than it is in the Anglosphere, one can think of many French-language screen productions where young people are at the fore. The collection is therefore very much at the intersection of French studies and film studies. There are three different types of chapters in Screening Youth: theory-based, filmmaker-centered, and thematic comparison. The theory-based chapters are understandably placed near the beginning of the book in order to sketch out a framework for what is to follow. The majority of chapters address the notion of youth across the work of one filmmaker. However, a number of theme-based chapters examine the notion of youth across the work of multiple directors, for example, comparing the notion of queer bodies in the Maghreb and France or representations of gender and the banlieue. The collection retains its cohesion by being grouped through its common over-arching thematic and notional concerns. Gemma Edney's theorization of what may interest us in terms of the 'youth movie' in the French-speaking context is of particular interest here, as she asks if there is a French equivalent of the 'teen movie,' an established genre of the American mainstream. Fiona Handyside's analysis adds depth and fresh perspective to Mia Hansen-Løve's films, while Elizabeth Geary Keoghan's study of Bruno Dumont's P'tit Quinquin (2014) allows us to reconsider many of the unanswered questions of the memorable mini-series. Walter S. Temple's chapter mixes the study of film with spectator reaction interviews in order to articulate the extent to which the films being studied may be considered authentic. With these examples alone, we can see that the collection successfully covers a broad range of genres and styles, even going slightly beyond the limits of cinema itself. Spanning 15 chapters, 13 of these being case studies, the collection's scope is suitably broad in covering an array of styles and artistic registers. Remaining predominantly with the extreme contemporary enhances the collection's cohesion, as few of the films studied date before 2000. There is potential for more work to develop the initial ideas and apply them elsewhere; for example, one could easily imagine another collection that concentrates on Quebec or Belgium, with an abundance to say about the notion of youth in films of Xavier Dolan or the Dardenne brothers. Comparative studies of different film cultures would surely provide further insight. Such inspiration is a testament to the collection's success. [End Page 152] Peadar Kearney Maynooth University Copyright © 2020 L'Esprit Créateur

Psychometric Properties of the French Brief Resilience Scale

Abstract. The Brief Resilience Scale ( BRS) is a reliable and valid assessment of the self-perceived ability to bounce back or recover quickly from stress. The current study translated and validated the French version of the BRS (BRS-F) in a sample of N = 220 midwives. In a confirmatory factor analysis, the unifactorial model fitted acceptably to the data. High levels of Tucker’s φ implied that the component loadings of the BRS-F and of the original BRS are almost equal. The BRS-F demonstrated good levels of reliability and meaningful correlations with mental health symptoms and burnout. The resilience-mental health difficulties link was fully mediated through emotional exhaustion. Thus, the BRS-F is a psychometrically sound assessment of self-perceived resilience, which is now available to researchers and clinicians in French-speaking contexts. The results also suggest that the BRS-F is relevant for use by healthcare professionals who may benefit from interventions aimed at increasing their resilience.

"Connectedness to Nature Scale": Validity and Reliability in the French Context.

Connectedness to nature represents the relationship of the self with the natural environment and has been operationalized using different scales. One of the most systematically studied in the Anglo-Saxon context is the Connectedness to Nature Scale (CNS). In an attempt to study the psychometric properties of this instrument in a French-speaking context, three studies (Study 1 n = 204, Study 2 n = 153, and Study 3 n = 322) were carried out in France to provide evidence of the internal consistency of the CNS, as well as its convergent, discriminant, and predictive validity. Moreover, as anticipated, positive correlations between the CNS and the environmental identity and environmental concerns scales were observed. Based on factorial analyses of maximum likelihood and reliability, an improvement in the psychometric properties was identified by eliminating three items. Through confirmatory factor analysis, the factorial structure and the psychometric properties of the CNS French version were confirmed, as well as their significate regression prediction on eudaimonic wellbeing.