I am interested in the effects of numerous and rapid social changes on individuals. For instance, I have conducted studies in Russia, Mongolia, Kirghizstan, in organizations and with Quebec immigrants. My research interests mainly revolve around questions concerning such concepts as social identity and relative deprivation. I am fascinated by long-term changes in social identity and the integration of multiple, conflicting identities.

My current research focuses on the definition, the determinants and the outcomes of autonomy support (Grolnick & Ryan, 1989; Mageau & Vallerand, 2003) in hierarchical relationships in general, and in parent-child interactions in particular.

• To be autonomy supportive is to consider another (e.g., a child) as a separate individual who has unique needs and feelings and who deserves respect and self-determination (Deci & Ryan, 1985, 2000). 
• Autonomy support has often been operationalized using the following behaviors: (1) to acknowledge the other’s feelings, (2) to give a rational for rules and demands, and (3) to provide choice and opportunities for initiative taking (Grolnick, Frodi, & Bridges, 1984; Koestner, Ryan, Bernieri, & Holt, 1984).

I am also interested in looking at the other key interpersonal dimensions (i.e., involvement and structure) and how they combine with autonomy support to foster optimal functionning.

Finally, I am co-leader of the How to Project, whose goal is to evaluate the effects of the parenting program called "How to talk so kids will listen & how to listen so kids will talk". This program teaches parents how to offer a clear and consistent structure to their children, while supporting their autonomy and maintaining a warm interpersonal relationship.