Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-14T12:03:39Z No. of bitstreams: 1 Suely Rodrigues Thuler.pdf: 975463 bytes, checksum: a9cef63b3843b73cc4cdc67502af17bc (MD5) / Made available in DSpace on 2018-03-14T12:03:39Z (GMT). No. of bitstreams: 1 Suely Rodrigues Thuler.pdf: 975463 bytes, checksum: a9cef63b3843b73cc4cdc67502af17bc (MD5) Previous issue date: 2018-02-05 / SOBEST- Brazilian Association of Stomatherapy: stomas, wounds and incontinences, established in 2003, the title of TiSOBEST specialist in order to qualify stomatherapist nurses to practice the specialization, validate professional training and scientific-technical skills, by achievement of title awarding exams with pre-established criteria. The need felt by the Board to assess practical skills, prompted the present study. The study aims to propose an evaluation model that measures the skills in a wide range of this specialization. To reach these purposes, analysis include, the psychometric analysis of the level of difficulty; the discrimination and reliability coefficient of the items tested; the organization of Collection of Multiple Choice Items, after selection and adaptation, according to Criteria for Elaboration of Items, of the questions used in previous exams; reduction from one hundred items on the written exam, to eighty items and a presentation to the Board, proposal of addition of the Objective Structured Clinical Examination – OSCE to the two phases of the current exam, which nominated a commission to evaluate the cost, organization and operationalization of the reformulation of the title awarding exam / A SOBEST - Associação Brasileira de Estomaterapia: estomias, feridas e incontinências instituiu, em 2003, o título de especialista TiSOBEST com o objetivo de qualificar o enfermeiro estomaterapeuta para exercer a especialidade, validar sua capacitação profissional e competências técnico-científicas, por meio da realização de provas de título com critérios pré-estabelecidos. A necessidade de avaliar habilidades práticas, sentida pela diretoria, inspirou o presente estudo, que teve como objetivo propor um modelo de avaliação que mensure as competências nas áreas de abrangências da especialidade. Para alcançar esses propósitos, foi realizada a análise psicométrica do grau de dificuldade, discriminação e coeficiente de fidedignidade dos itens das provas realizadas; organizado um Acervo de Itens de Múltipla Escolha, após seleção e adequação, segundo os Critérios para Elaboração de Itens, das questões utilizadas em concursos anteriores; redução do número de cem itens da prova escrita, para oitenta itens e apresentação, à diretoria, proposta de acréscimo do exame clínico objetivo estruturado (Objetive Structured Clinical Examination - OSCE) às duas fases do exame atual, que nomeou uma comissão para avaliação de custos, organização e operacionalização da reformulação da prova de título

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-08-11T14:56:16Z No. of bitstreams: 1 RAUNI JANDRE ROAMA ALVES.pdf: 4199544 bytes, checksum: 2f1f3a6d003fd985c7aa1410d2915ea8 (MD5) / Made available in DSpace on 2016-08-11T14:56:16Z (GMT). No. of bitstreams: 1 RAUNI JANDRE ROAMA ALVES.pdf: 4199544 bytes, checksum: 2f1f3a6d003fd985c7aa1410d2915ea8 (MD5) Previous issue date: 2016-05-16 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Nationally there is a dearth of adequate psychometric instruments that assess risk of Developmental Dyslexia (DD), which is why the "Identifying Signs of Dyslexia Test" (TISD) was prepared. This study aimed to investigate evidence of validity based on external variables and internal structure, as well as reliability of TISD. Participated children and adolescents of both genders, aged 6 to 16, divided into two samples: (1) Group Case: 371 from the group ?Neuro- Learning Difficulties? of the Clinical Hospital of the State University of Campinas, and 12 diagnosed, at the end of the evaluation process, with DD; (2) Group No Case: 288 children without complaints of learning difficulties, with 112 coming from private schools and 151 from public school both located in the state of S?o Paulo, and 25 students of a public school from a city in Rio Grande do Norte. The following instruments were applied: (1) TISD: evaluates academic and neuropsychological skills related to reading, consists of 8 subtests: Reading, Writing, Visual Attention, Motor Skills, Calculation, Phonological Awareness, Rapid Naming and Short-term Memory; (2) Academic Performance Test (TDE): evaluates school capacity and is composed of subtests of Reading, Writing and Arithmetic; (3) Test Bender-Gestalt (B-SPG): evaluates perceptomotora maturity, through the analysis of the distortion of fashion model figures; (4) Wechsler Intelligence Scale for Children, 3rd and 4th Edition (WISC-III / WISC-IV): evaluates intelligence by benchmarking cognitive abilities, that only the Digits, Cancellation and Arithmetic subtests were used. To achieve the goals, six studies were conducted. The studies of evidences of validity based on external variables relations indicated the following results: (1) age and type of school influences in total performance test; the instrument was sensitive to differentiate the performance of individuals aged six, seven and eight, with worst performing of public school; (2) the search for evidence of convergent validity, the TISD was correlated with other validated instruments for the Brazilian population (TDE; WISC III / IV; B-SPG); the results showed statistically significant and moderate correlations between the TISD subtests, Reading, Writing, Calculation, Working Memory, Motor Skills, with the TDE subtests of Reading and Writing, with the subtests Arithmetic and Digits of the WISC-IV and B-SPG, respectively, indicating convergent validity; (3) the TISD was able to differentiate the diagnosis group of DD and the group without learning difficulties complaints. The search study of evidence of validity based on the internal structure indicated a two-factor model for TISD (without the inclusion of subtest Rapid Naming) with a factor composed of neuropsychological skills (subtests of Motor Skills, Visual Attention, Phonological Awareness and Short-term Memory) and another for school skills (Reading, Writing and Calculation subtests). Precision studies indicated the following results: all items / tasks in each subtest showed significant correlations with the total result of the own subtest, ranging from moderate to strong correlations. It was found that the studies reported here indicate favorable results for the continuity of psychometric studies of TISD and contributed to the advancement of the stages of its development. / Nacionalmente verifica-se grande escassez de instrumentos psicom?tricos adequados para a avalia??o para risco de Dislexia do Desenvolvimento (DD), motivo pelo qual o ?Teste de Identifica??o de Sinais de Dislexia? (TISD) foi elaborado. Este trabalho teve como objetivo investigar evid?ncias de validade baseadas em vari?veis externas e na estrutura interna e precis?o do TISD. Participaram crian?as e adolescente de ambos os g?neros, com idade entre 6 e 16 anos, divididos em duas amostras: (1) Grupo Caso: 371 pertencentes ao Ambulat?rio de Neuro-Dificuldades de Aprendizagem do Hospital de Cl?nicas da Universidade Estadual de Campinas, sendo 12 com DD; (2) Grupo N?o Caso: 288 crian?as sem queixas de dificuldades de aprendizagem, sendo 112 de escola particular e 151 de escola p?blica do interior do estado de S?o Paulo, e 25 de uma escola p?blica de uma cidade do Rio Grande do Norte. Foram aplicados os seguintes instrumentos: (1) TISD: avalia habilidades acad?micas e neuropsicol?gicas relacionadas ? leitura, composto por 8 subtestes: Leitura, Escrita, Aten??o Visual, Habilidades Motoras, C?lculo, Consci?ncia Fonol?gica, Nomea??o R?pida e Mem?ria Imediata; (2) Teste de Desempenho Escolar (TDE): avalia capacidades escolares, ? composto pelos subtestes de Leitura, Escrita e Aritm?tica; (3) Teste Gest?ltico Visomotor de Bender (B-SPG): avalia maturidade perceptomotora, por meio da an?lise da distor??o da forma de figuras modelo; (4) Escalas Wechsler de Intelig?ncia para Crian?as, 3? e 4? edi??o (WISC-III/WISC-IV): avalia intelig?ncia pelo aferimento de habilidades cognitivas, das quais foram utilizados os subtestes D?gitos, Cancelamento e Aritm?tica. Os estudos de busca de evid?ncias de validade baseadas em rela??es com vari?veis externas indicaram os seguintes resultados: (1) influ?ncias de idade e tipo escolas no desempenho total do teste; o instrumento se mostrou sens?vel na identica??o de idades de seis, sete e oito anos, com pior desempenho da escola p?blica; (2) o TISD foi correlacionado a outros instrumentos validados para a popula??o brasileira (TDE; WISC III/IV; B-SPG); os resultados mostraram correla??es estatisticamente significativas e moderadas entre os subtestes Leitura, Escrita, C?lculo, Mem?ria de Trabalho, Habilidades Motoras do TISD com os subtestes Leitura e Escrita do TDE, subtestes Aritm?tica e D?gitos da WISC-IV e B-SPG, respectivamente, indicando validade convergente; (3) o TISD foi capaz de diferenciar o grupo diagn?stico da DD de crian?as sem queixas de dificuldades de aprendizagem. O estudo de busca de evid?ncias de validade baseadas na estrutura interna indicou um modelo bi-fatorial para o TISD (sem a inclus?o do subteste de Nomea??o R?pida), com um fator composto por habilidades neuropsicol?gicas (subtestes de Habilidades Motoras, Aten??o Visual, Consci?ncia Fonol?gica e Mem?ria de Curto Prazo) e outro por habilidades escolares (subtestes de Leitura, Escrita e C?lculo). Os estudos de precis?o indicaram os seguintes resultados: todos os itens/tarefas de cada subteste apresentaram correla??es significativas com o resultado total do teste, oscilando entre correla??es moderadas e fortes. Verificou-se que a maioria dos estudos aqui realizados indicou resultados favor?veis para a continuidade dos estudos psicom?tricos do TISD e contribu?ram para o avan?o das etapas de sua elabora??o.

The ability for an organization to innovate has become one of the most important capabilities needed in the new knowledge economy. The research has demonstrated that an organization’s culture of innovation in particular predicts organizational innovativeness across multiple industries. To provide support to these organizations in their abilities to understand the culture of innovation, researchers have developed instruments to measure culture of innovation, and while many of these instruments have been widely used to inform organizational opportunities for improvement, few of these instruments have been validated or replicated beyond their initial use. The current study employs multiple factor analytic methods to validate the factor structure of the Innovation Quotient instrument developed by Rao and Weintraub and assess the extent to which the instrument is reliable for multiple organizational groups. The results of this study, as well as implications for researchers interested in culture of innovation, are presented.

O diabetes mellitus requer da pessoa o gerenciamento do autocuidado de forma contínua e permanente, para a prevenção de agravos e para a melhoria da qualidade de vida, no entanto, é necessário ter a capacidade para se comprometer em atividades de autocuidado. Nesse contexto, a escala \"Appraisal of Self Care Agency - Revised\" (ASAS-R) é utilizada para avaliar a capacidade de autocuidado quanto ao poder da pessoa em executar operações produtivas de autocuidado. Essa escala foi estruturada a partir de sua versão original que tem como base conceitual a Teoria do Déficit de Autocuidado de Orem juntamente com a análise do Grupo de Conferência em Desenvolvimento em Enfermagem (NDCG). Escala do tipo Likert que contém 15 itens com cinco opções de resposta, três fatores nomeados de \"Tendo, Desenvolvendo e Faltando Poder para o autocuidado\" e intervalo possível para o total da medida de 15 a 75, sendo que os maiores valores refletem maior capacidade de autocuidado. O presente estudo objetivou descrever o processo de tradução, de adaptação e de validação da escala ASAS-R para o Brasil em uma amostra de pessoas com diabetes mellitus (DM) tipo 2 em uso de insulina. Estudo do tipo metodológico que foi conduzido na Estratégia Saúde da Família (ESF) de um município do interior do Estado de Minas Gerais, no ano de 2011. O processo seguiu as etapas: tradução, síntese das traduções, avaliação pelo Comitê de Juízes, retrotradução, submissão das versões retrotraduzidas aos autores da versão original, validação semântica, pré-teste e análise das propriedades psicométricas (validade de construto convergente, discriminante e fatorial, confiabilidade e reprodutibilidade). A amostra foi constituída por 150 participantes, sendo 83(55,3%) do sexo feminino, 94(62,7%) com mais de 60 anos de idade, 76(50,7%) aposentados e 117 (77,9%) com menos de nove anos de estudo. Os resultados da análise da validade de construto convergente confirmaram a hipótese de correlação negativa entre os escores da escala ASAS-R com a Escala Cognitiva de Depressão (DCS) e de correlação positiva com o instrumento Estado de Saúde Percebido (SF 36) em seis de seus domínios; por outro lado, rejeitou a hipótese de correlação positiva com a Escala de Apoio Social (MOS). A validade de construto discriminante entre grupos distintos constatou diferenças estatisticamente significantes entre as pessoas com mais de 75 anos de idade (p<0,026), com baixa escolaridade (p<0,002) e que não autoaplicam a insulina (p<0,001), nas quais obtiveram menor escore de capacidade de autocuidado. A validade de construto obtida, a partir da análise fatorial, não confirmou integralmente a dimensionalidade da escala proposta teoricamente pelos autores da versão original, porém a partir da análise do scree plot, foi confirmado o mesmo número de fatores (três). A confiabilidade, por meio da consistência interna, apresentou valores de alfa de Cronbach satisfatórios para o total de itens (&#945;=0,74) e para os fatores 1 \"Tendo Poder\" e 3 \"Faltando Poder\" (&#945;=0,69). A reprodutibilidade, por meio do teste-reteste e análise interobservadores, confirmou a estabilidade (r=0,81; p<0,001) e a equivalência (r=0,84; p<0,001) da escala ASAS-R pelo coeficiente de correlação intraclasses. Conclui-se, portanto, que a escala ASAS-R é válida e confiável, no entanto, novas pesquisas em amostras representativas da população geral serão necessárias para consolidar o processo de validação da escala e comprovar a dimensionalidade da estrutura fatorial. Espera-se que este estudo subsidie ações que contribuam em estratégias para melhor acompanhamento das pessoas com DM na ESF. / Diabetes Mellitus requires the person to manage self-care in a continuous and permanent way for injury prevention and the improvement of life quality. However, it is necessary to be committed in self-care activities. In this context, the Appraisal of Self-care Agency - Revised (ASAS-R) scale is used to evaluate the ability of self-care related to the power of the person to execute productive self-care operations. This scale was structured from its original version which has as a conceptual basis the Orem\'s nursing self-care theory together with the analysis of the Conference Group in Nursing Development (NDCG). Likert scale which contains 15 items with five answer options, three factors called \"Having, Developing and Lacking power to self-care\" and interval possible for the total measure of 15 to 75, having the higher values reflecting higher skill of self-care. This study had the aim to describe the process of translation, adaptation and validation of the ASAS-R scale for Brazil in a sample of subjects with type 2 diabetes mellitus using insulin. A methodological study was carried out in Family Health Strategy (FHS) in an inner county in Minas Gerais State, in 2011. Process followed the stages: translation, synthesis of the translations, evaluation by the Judges Committee, back translation, submission of the back translated versions to the authors of the original version, semantic validation, pretest and analysis of the psychometric properties (validation of the discriminant, convergent and factorial construct, reliability and reproducibility). Sample was constituted of 150 participants, being 83 (55.3%) female, 94 (62.7%) over 60 years old, 76 (50.7%) retired and 117 (77,9%) with less than nine years of study. The results of the analysis of the convergent construct validation confirmed the hypothesis of the negative correlation between the scores of ASAS-R scale and the Depressive Cognition Scale (DCS) and the positive correlation with the Medical Outcomes Survey 36 item Short-Form (SF 36) showed in six of its domains. On the other hand, it refused the hypothesis of the positive correlation with the Social Support Scale (MOS). Validation of the discriminant construct among different groups saw statistically significant differences among people over 75 years old (p<0.026), lower education (p<0.002), and the ones who do not self-administer insulin (p<0.001), in which they got the lower score of self-care skill. Validation of the construct obtained from the factorial analysis did not fully confirm the dimensionality of the scale proposed theoretically by the authors of the original version; however, from the analysis of the scree plot, it was confirmed the same number of factors (three). Reliability, through internal consistence, presented satisfactory alpha Cronbach values for the total items (&#945;=0.69). Reproducibility, through test and retest, and interobserver analysis, confirmed the stability (r=0.81; p<0.001) and equivalence (r=0.84; p<0.001) of ASAS-R scale by the intraclass correlation coefficients. It is concluded, therefore, that ASAS-R scale is valid and reliable; nevertheless, new research with representative samples from the general population is necessary for the consolidation of the scale validation process and to check the dimensionality of the factorial structure. It is hoped that this study will subsidize actions that contribute to strategies for better monitoring of the people with DM in FHS.

Trata-se este de um estudo exploratório de abordagem psicométrica que realizou a validação de construto da Escala de Atitudes Frente ao Álcool, ao Alcoolismo e ao Alcoolista (AEFAAA), entre estudantes de enfermagem, e originou o instrumento EAFA-e. Para a coleta dos dados, aplicou se a EAFAAA original, composta por 54 itens alocados em 2 fatores em uma amostra de 212 estudantes de enfermagem de uma Universidade pública da cidade de São Paulo. A validação de construto foi realizada por meio de análise fatorial exploratória e pela verificação da confiabilidade testada pelo alfa de Crombach. Os resultados obtidos indicaram a permanência de 25 itens do total dos 54 que, inicialmente, compunham a escala. Destes, 11 itens (44%) compõem o fator 1 O alcoolista e o cuidado e 14 itens (56%) o fator 2 A etiologia, as repercussões do alcoolismo e o relacionamento com o alcoolista. A confiabilidade observada na EAFA-e estimada pelo alfa de Combrach foi de 0,83 para a escala na íntegra, 0,80 para o Fator 1 e 0,81 para o Fator 2, o que aponta que o instrumento apresenta índices aceitáveis de consistência interna. Baseando-se nos parâmetros psicométricos evidenciados, conclui-se que a EAFA-e é um instrumento útil e capaz de mensurar os principais grupos de atitudes (moral, doença, etiológico e profissional) entre estudantes de enfermagem frente ao álcool, ao alcoolismo e ao alcoolista, com comprovada confiabilidade. / In this exploratory study with a psychometric approach, the construct validation of the Scale of Attitudes towards Alcohol, Alcoholism and the Alcoholic (AEFAAA) was performed among nursing students, resulting in the instrument EAFA-e. For data collection, the original EAFAAA, comprising 54 items allocated in 2 factors, was applied to a sample of 212 nursing students at a public university in São Paulo City. Construct validation was determined through exploratory factor analysis and reliability, using Cronbachs alfa. The obtained results indicated that 25 of the original 54 items continued, 11 (44%) of which in factor 1 The alcoholic and care and 14 (56%) in factor 2 Etiology, repercussions of alcoholism and relationship with the alcoholic. The reliability observed in the EAFA-e, estimated through Cronbachs alfa, corresponded to 0.83 for the complete scale, 0.80 for Factor 1 and 0.81 for Factor 2, with acceptable internal consistency levels. In conclusion, based on the psychometric parameters that were evidenced, the EAFA-e is a useful instrument that can measure the main attitude groups (moral, disease, etiologic and professional) among nursing students towards alcohol, alcoholism and the alcoholic, with proven reliability.

Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains including popular media, social sciences, education, and medicine. The purpose of this dissertation was to design and provide initial psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers actively serving in the United States were collected in two separate phases. A 13-item scale was created to measure police officer self-efficacy for working with individuals with ASD. Results from both phases indicated that the scale represented a unidimensional construct. Police officer knowledge of ASD was significantly and positively related to self-efficacy. Knowing more about officers’ knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts.

Above-level testing is the practice administering a test level—of usually an academic achievement or aptitude test—to a gifted or high achieving child. This procedure is widely accepted in gifted education circles, on the basis of theoretical claims that above-level testing raises the test ceiling, increases variability among gifted students’ scores, improves reliability of data, reduces regression toward the mean, and improves interpretation of data from gifted students. However, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED). Subjects in this study were 224 students tested a total of 435 times while enrolled in a gifted magnet program for middle schoolers. Longitudinal analyses performed with hierarchical linear modeling indicate that substantial differences exist between students from overrepresented ethnicities (White and Asian Americans) and those from underrepresented ethnicities (Hispanic and African Americans) in both initial scores and the rate of score gains. Gender differences existed only for the rate of score increases for above-level reading scores. Socioeconomic differences existed, but did not have a unique impact beyond that of the ethnicity variable. A discussion of the place of these results within the wider gifted education research context and suggestions for further research are included. An appendix to the study gives information about item difficulty indexes for every item in the ITBS/ITED core battery for the eighth, ninth, and tenth grade levels of Form C.

No description available.

Assessment Centres within the South African Workplace: Relationship between a Situational Judgement Test and Ability and Personality Measures.This research investigates the relationship of a specific situational judgement test, Scenarios, to that of ability and personality measures through a discriminant validation study. The Scenarios Test was developed in order to assess the construct of Managerial Judgement within the work context. Despite the fact that this instrument has demonstrated reliability and validity evidence, this has been primarily obtained within a European context. Therefore, this study will contribute towards the growing body of evidence supporting the psychometric integrity of the use of Scenarios within a South African context. Moreover, this research aims to determine whether or not a situational judgement test of Managerial Judgement provides information relating to constructs which are not sufficiently measured by ability tests and personality questionnaires. The results indicate that there is significant inter-correlation between the scales of Scenarios, but not between Scenarios and the other instruments used (cognitive ability tests and a trait personality measure). This may support the hypothesis that SJTs could measure a broader underlying construct, such as tacit knowledge, as well as the fact that they may provide unique information relating to candidates‟ potential job performance which is not provided by tests of ability and personality. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

La psychoéducation de même que plusieurs approches théoriques en psychologie clinique suggèrent que l’intervenant constitue un élément actif fondamental des interventions auprès des individus en difficulté. Parmi l’ensemble des caractéristiques des intervenants qui sont utiles de considérer, les attitudes et préférences éducatives des intervenants apparaissent importantes puisqu’elles peuvent être reliées à un bon appariement avec un milieu d’intervention donné, au sentiment d’efficacité professionnelle et, ultimement, à l’efficacité d’une intervention. Or, très peu d’instruments psychométriques d’évaluation validés existent pour évaluer ces construits importants. Cette étude visait principalement à effectuer un examen préliminaire des propriétés psychométriques de la version française du Questionnaire d’attitudes et de préférences des intervenants (QAPÉI; Jesness & Wedge, 1983; Le Blanc, Trudeau-Le Blanc, & Lanctôt, 1999). Le premier objectif de la présente étude était d’évaluer si la structure théorique originale était reproductible empiriquement ou si une structure factorielle alternative était nécessaire. Le deuxième objectif était d’évaluer si les attitudes et préférences éducatives des intervenants étaient reliées à leurs traits de personnalité. L’échantillon utilisé était composé d’intervenants faisant partie de Boscoville2000, un projet d’intervention cognitive-comportementale en milieu résidentiel pour les adolescents en difficulté. Des analyses factorielles exploratoires ont démontré que la structure théorique originale n’était pas reproduite empiriquement. Une structure alternative en cinq facteurs a été recouvrée. Cette structure alternative était plus cohérente sur le plan conceptuel et démontrait une bonne adéquation aux données. Les facteurs identifiés ont été nommés Distance affective, Évitement thérapeutique, Exaspération, Permissivité et Coercition. Des analyses corrélationnelles ont démontré que ces échelles d’attitudes et de préférences éducatives étaient reliées de façon conceptuellement cohérente aux traits de personnalité des intervenants, ce qui appuie la validité de critère de la nouvelle structure de l’instrument. / Psychoeducation and several clinical psychology theoretical approaches suggest that the interventionist constitute a fundamental active ingredient of psychosocial interventions for individuals with adjustment problems. Among the various characteristics of interventionists there are useful to consider, attitudes and preferences in interventions are important because they can be related to an adequate matching in a given intervention milieu, to professional self-efficacy and, ultimately, to the intervention efficacy. However, there are very empirically-validated psychometric instrument to asses these important constructs. The main aim of this study was to make a preliminary evaluation of the psychometric properties of the French-Canadian version of the Counselors’ AIttitudes and Preferences Questionnaire (“Questionnaire d’attitudes et de préférences éducatives des intervenants”, QAPÉI; Jesness & Wedge, 1983; Le Blanc, Trudeau-Le Blanc, & Lanctôt, 1999). The first objective was to assess if the original theoretical structure could be reproduced empirically, or if an alternative factor structure was necessary. The second objective was to assess if interventionists’ attitudes and preferences were related to their personality traits. The sample that was used was composed of interventionists from Boscoville2000, a residential cognitive-behavioral intervention program for adolescents with serious adjustment problems. Exploratory factor analyses demonstrated that the original theoretical structure was not reproduced empirically. An alternative five-factor structure was recovered. This alternative structure was more conceptually coherent and provided a better fit to the data. The identified factors were labeled Affective distance, Therapeutic Avoidance, Exasperation, Permissiveness, and Coercion. Correlational analyses demonstrated that attitudes and preferences scales were related in a conceptually coherent way to interventionists’ personality traits, which supported the criterion-related validity of the instrument new structure.