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Tétreau, Bernard

Honorary Professor




1964 Columbia University Counseling Psychology Ed.D.

1961 Columbia University, Vocational Guidance, M.A.

1960 Université de Montréal, Psychologie, M.A.

1958 Université de Montréal, Psychologie, Bacc.

1957 Université de Montréal, Philosophie, L.Ph.

1956 Université de Montréal, Philosophie, B.Ph.

1954 Université de Montréal, Es. Arts Bacc.


2006 à ... Université de Sherbrooke, Faculté d'éducation, Professeur associé

1999 à ... Université de Montréal, FAS- Psychologie, Professeur associé

1974 à 1999 Université de Montréal, FAS - Psychologie, Professeur titulaire

1993 à 1999 Université de Sherbrooke, Faculté d'éducation, Professeur associé

1985 à 1998 Université de Montréal FAS - Psychologie, Adjoint au directeur

1991 à 1992 Université de Bordeaux II, Centre de formation, Professeur invité

1984 à 1985 San Diego State University, Psychologie, Professeur invité

1984 à 1985 Universidade Unisinos, Brésil, Psychologie Professeur invité

1980 à 1981 Université de Sherbrooke, Faculté d'éducation, Chargé de cours

1976 à 1978 UQÀM Psychologie, Chargé de cours

1967 à 1974 Université de Montréal, FAS - Psychologie, Professeur agrégé

1965 à 1967 Université de Montréal, FSE - Orientation, Directeur de section

1965 à 1966 Université McGill, Psychologie, Assistant Professor

Été 1966 Université de Sherbrooke, Faculté d'éducation, Chargé de cours

1964 à 1977 Pratique privée, Psychologue

1964 à 1967 Université de Montréal, FAS - Psychologie, Professeur adjoint


Prix scientifique 2009 de l’Ordre des conseillères et conseillers d’orientation
du Québec et

Prix 2009 de l’Association canadienne de counseling et de psychothérapie
pour du matériel de formation et de counseling

Research expertise

Psychology and measurement of vocational interests.

What are the nature and origin of vocational interests? What roles do they play in our lives? Do they differ by sex and occupation? Is it possible to use our measurements of vocational interests to predict vocational choices and behaviour? Over the past 35 years, Bernard Tétreau and Michel Trahan, respectively retired from the fields of psychology and education science, have developed a method for measuring vocational interests based on showing subjects photos of workers, which they have used in their research on these and other, related issues. Their Visual Interest Test (Tétreau and Trahan, 1986), which has been validated and tested on tens of thousands of students and workers of both sexes, speaking French, English, Spanish and Portuguese, in Europe, Africa and North and South America, has allowed them to come up with empirical answers to these questions. In an issue of the journal Carriérologie devoted to the psychology of interests (Volume 10, No. 1, 2005,, the colleagues each contributed two articles summarizing their research findings. Some excerpts concerning one of the above-mentioned questions, the differences in interest profiles by sex, will serve as an example of their results.

Very generally speaking, studies on the organization of vocational interests and aspirations have regularly identified persistent differences between the sexes, regardless of age, country, linguistic or cultural affiliation. In the 1950s, researchers had already observed that by age 9 there was a marked differentiation and consistency in vocational interests by sex. Subsequent studies showed that while their authors were not always successful in verifying the emergence of structuration of interests starting in grade 4, they very generally highlighted differences by sex among children comparable with those observed for adults. As a result, despite the social changes that have led to greater workforce participation by women in recent decades, and despite efforts to eliminate sexual bias in interest inventories, the scores obtained by men and women on these inventories continue to illustrate different profiles. Men's profiles more often show interest in realistic and investigative activities, while women tend to prefer artistic, social and conventional activities. This differentiation in male/female interests was confirmed even when 295 female and 297 male students from grades 5 to 11 in Quebec, in an experiment in which the sex of the characters in the VIT photos was reversed, were asked to indicate whether they preferred the model of the male or female worker corresponding to their own sex. In keeping with the principle that people tend to identify with their own sex, most of the boys and girls did indeed express a preference for the model of their own sex, but their interest profiles nonetheless continued to reflect traditional differences. For instance, although the boys preferred the male model to the female one for a telephone receptionist and, contrary to the identification principle, the female model to the male model when it came to a television repair technician, they nonetheless assigned to the male (realistic) model a statistically significant value of two points higher than the female (conventional model) on a five-point interest scale (ranging from "dislike very much" to "like very much"). To illustrate this point more clearly, the same difference of two points higher for the social type, represented by the female nurse model ("like"), than for the realistic model of the female shoemaker ("dislike" or "dislike very much"), was observed for the girls, although they preferred the female model to the male model for both these occupations. There were two interesting exceptions to this confirmation of the interest differentiation rule: girls in the grade 11 subgroup had a significantly higher average on scale E (enterprising) than the boys, while the difference in the averages for scale I (investigator) was non-significant. These differences from and similarities to the averages obtained on the VIT by boys and girls in this experiment are also comparable with those observed for much larger samples of male and female students equivalent in age but with different linguistic and ethnic backgrounds. Combined with the data compiled over several decades using other inventories of vocational interests, all these results seem to confirm that while the differences between men and women persist, they are gradually shrinking.

Areas of expertise

Current projects

  • 2012-… Titre : L’Inventaire typologique visuel des intérêts professionnels (L’Inventaire
  • TVIP) (Tétreau, Balbinotti et Gingras, en cours): développement d’une version Internet pour favoriser la réussite éducative et l’orientation professionnelle des jeunes et des adultes aux ordres d’enseignement secondaire, collégial et universitaire.
  • Co-chercheur principal
  • Ministère du Développement économique, de l’innovation et de l’exportation (MDEIE)
  • En partenariat avec l’Association québecoice d’information scolaire et professionnelle (AQISEP).Montant de la subvention demandée pour deux ans : 300,000 $.



Dupont, P.,  Gingras, M.  et Tétreau, B. (2010). Cahier des 80 photos de l’Inventaire visuel des intérêts professionnels, 2e édition  Québec, QC : Centre de transfert pour la réussite éducative du Québec.

Dupont, P., Gingras, M. et Tétreau, B. (2008-2010). Inventaire visuel d’intérêts professionnels. Manuel, 2e édition (de la version électronique (2008) et de
la version imprimée 2010).   Site web :

Marocco, A. et Tétreau, B. (2007). Meu espelho. Enfoque educacional de
inventários de

interesses profissionais (Mon miroir. L’aspect éducatif des inventaires d’intérêts

São Leopoldo, RS Brasil: Editora Nova Harmonia.

Tétreau, B. (2005). L’essor d’une psychologie des intérêts professionnels.
Carriérologie, 10 (1), 77-118. Site Internet :

Tétreau, B.  et Trahan, M.. (1986). Test visuel d’intérêts Tétreau-Trahan,
manuel d’usage deuxième édition. Montréal : Secorep.