The changing face of Parkinson's disease-associated psychosis: a cross-sectional study based on the new NINDS-NIMH criteria.

International audienceNew criteria for Parkinson's disease-associated psychosis (PDAP) were recently proposed by a NINDS-NIMH working group. We assessed 116 consecutive unselected outpatients with PD for the existence of psychotic symptoms during the previous month, using a structured questionnaire covering the whole spectrum of PDAP symptoms. Hallucinations occurred in 42% of the patients (visual: 16%; nonvisual: 35%), delusions in 4%, and minor symptoms in 45% (sense of presence, visual illusions, or passage hallucinations). The prevalence of PDAP was 43% when the usual definition was used (hallucinations and/or delusions) and 60% when the NINDS-NIHM criteria were used. Correlations between PDAP and patient characteristics varied with the definition of PDAP. These findings suggest that the epidemiology of PDAP should be re-evaluated with the new criteria. Minor symptoms and nonvisual hallucinations are an important part of the PDAP spectrum, which has commonly been restricted to visual hallucinations and delusions

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

Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several outcomes, including creativity enhancement. This enhancement is commonly proven through the measurement of different creative processes. In our review we systematize characteristics, activities and techniques of DPT that are assumed to be related to creativity in order to have a more comprehensive framework to identify the specific DPT elements that are involved in the enhancement of some of the creative processes of children and adolescents. To this end, we identified five creative processes in experimental studies using DPT: divergent thinking, fantasy and imagination, associative thinking, symbolization, and problem solving. These processes were cross referenced with DPT characteristics, activities, and techniques that were argued to be related to creativity enhancement. Our review will propose a model with two main categories and six elements as follows: (1) technical drama phases which emphasizes the role of narrative and embodiment through (a) corporal and vocal training and (b) main drama techniques (e.g., storytelling and improvisation and role-play), and (2) psycho-pedagogical framework which emphasizes the role of a dialogic space through (c) playfulness and a (d) collaborative, safe space. We also identified (e) feedback as an important element of DPT which belongs to both drama technical phases and psycho-pedagogical framework categories. Along with the model, we explain the creative outcomes associated to each of these elements as a means to attire the attention to drama-based pedagogies for the development of creativity in the educational setting

Evaluating beauty care provided by the hospital to women suffering from breast cancer: qualitative aspects

International audienceGOALS OF WORK: Cancer patients are offered more and more access to beauty care during their stay in the hospital. This kind of intervention has not been evaluated yet. Primary objective of our research was to determine what type of evaluation strategy to be implemented (as a supportive care with quality of life and/or medical benefits; as a service providing immediate comfort); intermediate objective was to investigate in scientific terms (psychological, sociological) the experience of beauty care by patients. PATIENTS AND METHODS: Sixty patients (all users of beauty care provided by hospital, 58 female, most of them treated for breast cancer, two male, mean age 53 years) and 11 nurses and physicians, from four French cancer centres were included. We used direct observation and semi-structured interviews, conducted by a sociologist and a psychologist; different types of beauty care were concerned. RESULTS: All the interviewed patients were satisfied. Patients appreciated acquiring savoir-faire on how to use make-up and on personal image enhancement. Psychological and social well-being benefits were mentioned. The beauty care was not alleged to be reducing the side effects of the treatments, but it had helped patients to accept or bear the burden of them. Providing care beyond that which is directly curative was appreciated by the patients as a sign that they were treated as a "whole" person. CONCLUSION: The survey brings valuable clues concerning beauty care experience by cancer patients; it suggests the relevance of quantitative evaluation of the immediate and long-term effects on the quality of life

Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity

According to Salovey and Mayer (1990), having high EI allows individuals to think clearly, supports intuition and insight, and ultimately enhances creative thinking [...

Creativity and tolerance of ambiguity: an empirical study

International audienceThis study examines the relationship between creativity and tolerance of ambiguity. Participants are parents and their adolescent children. Three measures of creativity were used: a divergent thinking task, a story-writing task and a self-evaluation of creative attitudes and behavior. Participants completed two self-report measures of tolerance of ambiguity: the short version of the “Measurement of Ambiguity Tolerance” (Norton, 1975; Zenasni & Lubart, 2001) and the “Behaviour Scale of Tolerance/Intolerance for Ambiguity” (Stoycheva, 1998, 2003). Tolerance of ambiguity was significantly and positively related to creativity. Creativity of parents was related to their adolescents’ creativity. However, parents’ tolerance of ambiguity was not related to adolescents’ tolerance of ambiguity or creativity

Le haut potentiel créatif

International audienceDe nombreux auteurs proposent que la créativité soit une composante importante du phénomène du haut potentiel. La créativité – capacité à générer des idées nouvelles et adaptées aux contraintes contextuelles – sera examinée en termes de ses bases neurocognitives, conatives et environnementales. En effet, il est montré, par exemple, qu'au cours de résolution de tâches les enfants « surdoués » présentent un fonctionnement inter-hémispherique plus intégré : il y aurait chez ces enfants une meilleure coordination des deux hémisphères favorisant ainsi une plus grande flexibilité cognitive et une plus grande pensée divergente. Concernant les facteurs conatifs, le perfectionnisme, une soif de connaissances, et le désir de nouveauté sont associés au haut potentiel créatif. Sur le plan environnemental, les recherches mettent en évidence que certaines approches pédagogiques sont plus à même de favoriser le haut potentiel créatif. ABSTRACT High creative potential Numerous authors propose that creativity is an important component of giftedness. Creativity – the capacity to generate ideas that are new and adaptive-will be examined in terms of its neurocognitive, conative and environmental foundations. For example, research indicates that gifted children show a high degree of integrated interhemispheric coordination favouring cognitive flexibility and divergent thinking. Futhermore, concerning conative factors, such as curiosity, perfectionnism, a thirst for knowledge, and novelty-seeking are linked to high creative potential. In terms of the environment, research shows that some pedagogies improve children's creative potential