Creative Process and Multivariate Factors through a Creative Course "Keep Calm and Be Creative".

Creativity has been studied for a long time and it has become a more significant topic of research in educational fields in recent decades. The present paper outlines a multivariate approach to creativity and substantiates this approach by investigating the creative process and multivariate factors through a creative course for master's students at the University of Teacher Education in Switzerland. Our goal is to examine more specifically the stages of the creative process and the emerging multivariate factors in different creative activities. The article reports findings from the analysis of students' creative report process diaries as well as semi-structured interviews. Drawing on experiential learning, this pilot study was conducted in collaboration with master's student teachers (n = 10). The results show that the different microlevels of the creative process are the subject of variations from one creative experience to another. Most factors of the multivariate approach emerge from this kind of creative training. The discussion will allow for a review of the research results and also a better understanding of the creative process in the pedagogy of creativity.

The Creative Process and Emotions of Pupils in a Training Context with a Design Project.

For many years, researchers have been investigating how the creative process occurs and what factors influence it. The scope of these studies is essential in the school context to enable pupils to develop their creativity and thus address the needs of the 21st century society. Although very rich, these studies are generally not situated in a real teaching and learning context. The output of the present research will make it possible to model, to better understand, and to identify the creative process in pupils as they design and produce utility objects in an educational and training context with ecological validity (real context of training). In the context of teaching Creative and Manual Activities in education, in the French part of Switzerland, we are focusing on observations of the creative process in line with psychology, didactics, and pedagogy. During their class, 22 pupils were invited to create a water fountain and, in parallel, to complete a Creative process Report Diary about the stages they do and the multivariate factors (cognitive, conative, emotional, and environmental factors) they mobilize at each lesson. Results presented the main frequent stages and factors at each lesson and we proposed a model describing the transitions between the stages and how the multivariate factors are involved in each stage. They illustrate what pupils actually do in a creative learning context.

Fooling System 1 in the field of perception: Failure to intuitively detect attribute substitution in the flushtration count illusion.

To facilitate our interactions with the surroundings, the human brain sometimes reshapes the situations that it faces to simplify them. This phenomenon has been widely studied in the context of reasoning, especially through the attribute substitution error. It has however been given much less attention in the field of perception. Recent research on the bat-and-ball problem suggests that reasoners are able to intuitively detect attribute substitution errors. Using a perceptual illusion drawn from the field of magic, we investigate the extent to which a perceptual form of attribute substitution depends on executive resources and can be detected. We also investigate the relationship between susceptibility to attribute substitution error in the flushtration count illusion and in a French adaptation of the bat-and-ball problem. Finally, we investigate the link between the intuitive cognitive style (assessed by the cognitive reflection test) and the susceptibility to the flushtration count illusion. Our results suggest that participants do not detect perceptual attribute substitution error, that this phenomenon could be independent of the executive resources allocated to the task, and could rest on mechanisms distinct from those that produce errors in reasoning. We discuss differences between these two phenomena, and factors that may explain them.

What Are the Stages of the Creative Process? What Visual Art Students Are Saying.

Within the literature on creativity in the arts, some authors have focused on the description of the artistic process (Patrick, 1937; Getzels and Csikszentmihalyi, 1976; Mace and Ward, 2002; Yokochi and Okada, 2005) whereas others have focused on the creative process (Wallas, 1926; Osborn, 1953/1963; Runco and Dow, 1999; Howard et al., 2008). These two types of processes may be, however, somewhat distinct from each other because the creative process is not always dedicated to artistic creation, and productive work in the arts may not always involve creativity, in terms of specifically original thinking. Our goal is to identify the specific nature of the artistic creative process, to determine what are the basic stages of this kind of process. This description can then be integrated in a Creative process Report Diary (CRD; Botella et al., 2017) which allows self-observations in situ when participants are creating.

Burnout, empathy and their relationships: a qualitative study with residents in General Medicine.

Some studies have shown that burnout may have a negative impact on clinical empathy during internship. However, clinical empathy may also be a protective factor, preventing residents from experiencing burnout. Although several quantitative studies have been conducted to examine these relationships between burnout and empathy, no qualitative studies have been carried out. To examine how residents in general practice evaluate the link between burnout and empathy, 24 of them participated in a semi-structured interview. A thematic analysis was carried out to examine residents' discourses and answers to closed questions. The results indicated that residents thought that empathy and burnout were clearly related in different ways. They identified five types of relationship: regulation strategy, empathy as protection, psychological balance/imbalance, fatigue and moderating factors.

French validation of the overexcitability questionnaire 2: psychometric properties and factorial structure.

Overexcitability corresponds to an overall response to stimulations in 5 domains: psychomotor, sensual, intellectual, imaginational, and emotional. The aim of this study was to develop a French version of the Overexcitability Questionnaire 2 (OEQ2) and to expand its psychometric properties. Two studies were conducted: one with a sample of 474 adolescents and another with a sample of 436 adults. Internal consistency, factorial structure, and validity (correlations with intelligence, personality, and alexithymia) were examined. The French OEQ2 showed satisfactory psychometric properties, thus advocating for its use in further research on overexcitability and in clinical practice.

Creativity as action: findings from five creative domains.

The present paper outlines an action theory of creativity and substantiates this approach by investigating creative expression in five different domains. We propose an action framework for the analysis of creative acts built on the assumption that creativity is a relational, inter-subjective phenomenon. This framework, drawing extensively from the work of Dewey (1934) on art as experience, is used to derive a coding frame for the analysis of interview material. The article reports findings from the analysis of 60 interviews with recognized French creators in five creative domains: art, design, science, scriptwriting, and music. Results point to complex models of action and inter-action specific for each domain and also to interesting patterns of similarity and differences between domains. These findings highlight the fact that creative action takes place not "inside" individual creators but "in between" actors and their environment. Implications for the field of educational psychology are discussed.

The long-term impact of hyperthermic intraperitoneal chemotherapy on survivors treated for peritoneal carcinomatosis: a cross-sectional study.

BACKGROUND: Hyperthermic intraperitoneal chemotherapy (HIPEC) after complete surgical resection is currently accepted as a therapeutic option for peritoneal carcinomatosis. However, considerable morbidity is reported after HIPEC. OBJECTIVE: We aimed to evaluate the impact of HIPEC on the quality of life (QoL) of survivors without recurrences of disease according to socio-demographic and medical variables. For that purpose, HIPEC was used as a global concept including the surgical procedure effects. MATERIALS AND METHODS: A cross-sectional study was performed by analyzing questionnaires concerning socio-demographic data, the psychological status, and general and specific QoL scores. RESULTS: Sixty-eight patients (86% of those contacted) completed and returned mailed questionnaires. For 19/21 QoL dimensions explored, survivors reported good to very good QoL with a median score >/=67%. The two adversely affected dimensions were future prospects and sexual functioning with a mean score of 57% and 23%, respectively. The burden of carcinomatosis, evaluated by a peritoneal index, was not correlated with statistically identified sequels in QoL. The extent of morbidity due to HIPEC, evaluated by the hospital stay, was statistically correlated with only one score, namely, embarrassment during social activities (p = 0.01) but not during familial life. CONCLUSIONS: Even though HIPEC is considered as an aggressive treatment, survivors reported good to very good QoL. However, specific care for the psychological aspect, as reflected by anxiety regarding future prospects and sexual activity, needs to be developed for survivors.

[Factorial validation of the French scale for perceived stress in the workplace]. / Validation factorielle de l'échelle française de stress perçu en milieu professionnel.

This article aims to validate the factorial structure of the perceived stress scale (PSS10) within the French working population. The analyses conducted confirmed the presence of two distinct factors, interpreted in terms of perceived work overload and perceived personal efficacy. Both factors presented good internal consistency and adequate validity of construct. The authors show and illustrate the predicted link between the two factors and the levels of anxiety and depression. Thus, the PSS 10 is a bi-dimensional scale with satisfactory psychometric proprieties. The results are discussed in the light of their theoretical and practical implications.