{"id":1142,"date":"2024-11-12T11:25:48","date_gmt":"2024-11-12T10:25:48","guid":{"rendered":"https:\/\/association-recherche-enfance-adolescence.org\/?p=1142"},"modified":"2025-03-12T14:50:08","modified_gmt":"2025-03-12T13:50:08","slug":"numero-10-prevention-creation","status":"publish","type":"post","link":"https:\/\/association-recherche-enfance-adolescence.org\/index.php\/2024\/11\/12\/numero-10-prevention-creation\/","title":{"rendered":"Num\u00e9ro 10 Pr\u00e9vention\/Cr\u00e9ation"},"content":{"rendered":"

[et_pb_section fb_built=\u00a0\u00bb1″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_row _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_image src=\u00a0\u00bbhttps:\/\/association-recherche-enfance-adolescence.org\/wp-content\/uploads\/2024\/05\/nrea-10-1.jpg\u00a0\u00bb title_text=\u00a0\u00bbnrea 10″ align=\u00a0\u00bbcenter\u00a0\u00bb _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb hover_enabled=\u00a0\u00bb0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb custom_padding=\u00a0\u00bb|||6px|false|false\u00a0\u00bb sticky_enabled=\u00a0\u00bb0″]<\/p>\n

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E\u0301DITORIAL<\/span><\/p>\n<\/div>\n<\/div>\n

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SOMMAIRE<\/span><\/p>\n<\/div>\n<\/div>\n

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Le pourquoi du comment<\/span>__________________________11 <\/span>Emmanuelle Granier<\/span><\/p>\n

INTRODUCTION<\/span><\/p>\n<\/div>\n<\/div>\n

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1.<\/span><\/p>\n<\/div>\n

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Se\u0301gole\u0300ne Payan, Emmanuelle Granier, Aziz Essadek _____15<\/span><\/p>\n

Pre\u0301vention, me\u0301dias et sante\u0301 mentale ________ 19<\/span><\/p>\n

Lorquin:d\u2019unfestivala\u0300uncentrenational <\/span>___________21 <\/span>Alain Bouvarel, Michael Spreng<\/span><\/p>\n

La pre\u0301vention selon Yapaka <\/span>________________________ 35 <\/span>Philippe Petry<\/span><\/p>\n

Disruptionrelationnelleetenvironnement <\/span>___________47 <\/span>Marie-Claude Bossie\u0300re<\/span><\/p>\n

Du ne\u0301olibe\u0301ralisme a\u0300 la pornographie : les influenceurs, un marche\u0301 de dupes<\/span> <\/span>? <\/span>_______________________________ 65<\/span><\/p>\n

Catherine Zittoun<\/span><\/p>\n

Pratiques de terrain ______________________ 77<\/span><\/p>\n

Quand des enfants se mettent a\u0300 e\u0301crire <\/span>_______________ 79 <\/span>Isabelle Cha\u0302telet<\/span><\/p>\n

Re\u0301flexion d\u2019une e\u0301ducatrice de jeunes enfants en formation sur les soins en Relais Petite Enfance : Entre la bientraitance et la maltraitance… tout en nuances. <\/span>_____ 93<\/span><\/p>\n

Sabrina Becq<\/span><\/p>\n

Mon ve\u0301cu de professeur be\u0301ne\u0301vole a\u0300 domicile aupre\u0300s des enfants malades <\/span>________________________________ 107 <\/span>Ve\u0301ronique Lartaud ________________________________107<\/span><\/p>\n

Traces de la trace, histoire d\u2019une e\u0301criture (making off) <\/span>_ 113 <\/span>Claude Sternis<\/span><\/p>\n<\/div>\n<\/div>\n

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2.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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3<\/span>.<\/span><\/p>\n<\/div>\n<\/div>\n

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Actualite\u0301 de la pe\u0301dopsychiatrie : inquie\u0301tudes<\/span> <\/span>? 129<\/span><\/p>\n

Les \u00ab<\/span> <\/span>troubles du neuro-de\u0301veloppement<\/span> <\/span>\u00bb : concept et diagnostic(s) proble\u0301matique(s) aux multiples conse\u0301quences<\/span>______________________________________________ 131<\/span><\/p>\n

Anne Dele\u0300gue<\/span><\/p>\n

L\u2019autisme chez l\u2019enfant au Burkina Faso : donne\u0301es sociode\u0301mographiques <\/span>___________________________167<\/span><\/p>\n

Kapoune\u0301 Karfo<\/span><\/p>\n

Pratique clinique au sein d\u2019une E\u0301quipe mobile de psychiatrie pour Adolescent : e\u0301thique du cadre et transitionnalite\u0301 interinstitutionnelle <\/span>________________ 179<\/span><\/p>\n

Joachim Getzel, Anne Perret, Isabelle Tur<\/span><\/p>\n

Recensions __________________________________ 201<\/span><\/p>\n

Recension de \u00ab<\/span> <\/span>Nouvelles Cliniques<\/span> <\/span>\u00bb Par Antoine Courtecuisse,AntoineDevos. <\/span>_____________________203<\/span><\/p>\n

Recension de \u00ab<\/span> <\/span>Classe 70 : une enfance<\/span> <\/span>\u00bb.Ouvrage de PatrickCoupechoux.ParPaulMachto <\/span>______________207<\/span><\/p>\n

Recension de \u00ab Dans la peau d\u2019une interne en
psychiatrie \u00bbOuvrage de Myriam Freret-Hodara. Par Emmanuelle Granier<\/span>_____________________________ 211<\/span><\/p>\n

RE\u0301SUME\u0301S ET MOTS-CLE\u0301S _______________________ 215<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

[\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb|||6px|false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n

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RE\u0301SUME\u0301S ET MOTS-CLE\u0301S <\/span><\/p>\n

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Lorquin <\/span>: d\u2019un festival a\u0300 un centre national<\/span><\/p>\n

Alain Bouvarel, Michael Spreng<\/span><\/p>\n

Re\u0301sume\u0301 :<\/span><\/p>\n

L\u2019article retrace la cre\u0301ation et l\u2019importance des missions du <\/span>Centre National Audiovisuel en Sante\u0301 mentale (CNASM), <\/span>structure mise en \u0153uvre sous l\u2019e\u0301gide du <\/span>ministe\u0300re de la Sante\u0301 franc\u0327ais, en 1995. Acteur majeur pour la documentation et la formation dans le vaste champ de la sante\u0301 mentale, le CNASM <\/span>est l\u2019e\u0301manation du Festival international du film psy de Lorquin. Accompagnant l\u2019ouverture du monde de la psychiatrie et l\u2019essor <\/span>de la vide\u0301o, le Festival psy de Lorquin est de\u0300s les anne\u0301es 1980 et <\/span>jusqu\u2019a\u0300 ce jour, un lieu reconnu d\u2019e\u0301changes entre grand public, professionnels de l\u2019image et professionnels de la sante\u0301. Le <\/span>CN<\/span>ASM poursuit cette volonte\u0301 d\u2019ouverture par la diffusion au plus grand nombre d\u2019un fonds documentaire riche de plusieurs <\/span>milliers de films, dont une large se\u0301lection abordant la the\u0301matique <\/span>de l\u2019enfance et de l\u2019adolescence. L\u2019article s\u2019accompagne d\u2019une <\/span>analys<\/span>e d\u2019une dizaine de ces films.<\/span><\/p>\n

Mots-cle\u0301s : <\/span>sante\u0301 mentale, formation, documentaires, audiovisuel<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Disruption relationnelle et environnement Marie-Claude Bossie\u0300re<\/span><\/p>\n

Re\u0301sume\u0301 :<\/span><\/p>\n

La disruption relationnelle est de\u0301finie en paralle\u0300le avec les perturbateurs endocriniens, et la similitude en est de\u0301veloppe\u0301e. La relation entre le parent et <\/span>l\u2019enfant <\/span>est depuis longtemps reconnue comme fondamentale pour les professionnels de <\/span>l\u2019enfance <\/span>et les diffe\u0301rentes the\u0301ories psychologiques. On tentera de comprendre les effets toxiques de ces objets techniques que sont les e\u0301crans nume\u0301riques sur la relation et le de\u0301veloppement du jeune enfant.<\/span><\/p>\n<\/div>\n<\/div>\n

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216<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Mots-cle\u0301s <\/span>: disruption, e\u0301crans nume\u0301riques, relation, interaction, prole\u0301tarisation<\/span><\/p>\n

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Du ne\u0301olibe\u0301ralisme a\u0300 la pornographie : les influenceurs, un <\/span>marche\u0301 de dupes<\/span> <\/span>?<\/span><\/p>\n

Catherine Zittoun<\/span><\/p>\n

Re\u0301sume\u0301 <\/span>:<\/span><\/p>\n

L\u2019article de\u0301crypte les <\/span>me\u0301canismes psychopathologiques a\u0300 <\/span>l\u2019\u0153uvre dans la relation entre influenceurs et followers. Deux faces d\u2019une me\u0302me me\u0301daille, ceux<\/span>-ci partagent des signifiants e\u0301ducatifs et culturels communs qui les entrai\u0302nent vers des fonctionnements archai\u0308ques. Les uns et les autres dans un ide\u0301al narcissique de mai\u0302trise seraient-ils le jouet de forces <\/span>supe\u0301rieures<\/span> <\/span>?<\/span><\/p>\n<\/div>\n<\/div>\n

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217<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Mots-cle\u0301s : <\/span>influenceurs, followers, couples de pulsions <\/span>partielles \u00ab<\/span> <\/span>voir<\/span>–<\/span>e\u0302tre vu<\/span> <\/span>\u00bb, \u00ab<\/span> <\/span>sadisme<\/span>–<\/span>masochisme<\/span> <\/span>\u00bb, narcissisme,<\/span>capitalisme<\/span><\/p>\n

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Quand des enfants se mettent a\u0300 e\u0301crire<\/span><\/p>\n

Re\u0301sume\u0301 <\/span>:<\/span><\/p>\n<\/div>\n

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Isabelle Cha\u0302telet<\/span><\/p>\n<\/div>\n<\/div>\n

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A\u0300 partir de la pratique d\u2019un atelier d\u2019e\u0301criture avec des enfants dans un CMP, il s\u2019agit de s\u2019interroger sur ce que leurs difficulte\u0301s nous apprennent lorsqu\u2019ils se mettent a\u0300 lire et a\u0300 e\u0301crire, mais aussi sur l\u2019inte\u0301re\u0302t qu\u2019ils trouvent a\u0300 s\u2019engager dans ces con<\/span>traintes-la\u0300. <\/span>Elles reconduisent la contrainte primordiale et ine\u0301vitable d\u2019e\u0302tre plonge\u0301 dans le bain du langage. Or, s\u2019il n\u2019y a pas de continuite\u0301 entre le dessin et l\u2019e\u0301criture, comme beaucoup l\u2019affirment, est<\/span>-il possible que ces enfants, qui pre\u0301fe\u0300rent souvent dessiner et <\/span>colorier pluto\u0302t qu\u2019e\u0301crire, s\u2019amusent et jouent avec les lettres, les <\/span>mots, encore associe\u0301s a\u0300 une obligation scolaire qui les rebute et <\/span>les assigne a\u0300 un effort d\u2019ou\u0300 le plaisir s\u2019absente<\/span> <\/span>?<\/span><\/p>\n<\/div>\n<\/div>\n

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218<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Mots cle\u0301s <\/span>: atelier d\u2019e\u0301criture, contrainte, dessin, e\u0301crire, jouer, lire<\/span><\/p>\n

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Re\u0301flexion d\u2019une e\u0301ducatrice de jeunes enfants en formation <\/span>sur les soins en Relais Petite Enfance : Entre la bientraitance <\/span>et la maltraitance… tout en nuances.<\/span><\/p>\n

Sabrina Becq<\/span><\/p>\n

Re\u0301sume\u0301 :<\/span><\/p>\n

Dans le cadre de la formation d\u2019E\u0301ducateur de Jeunes Enfants, j\u2019ai effectue\u0301 mon premier stage au sein d\u2019un Relais d\u2019Assistants<\/span>Maternels itine\u0301rant, maintenant renomme\u0301 Relais Petite Enfance. <\/span>L\u2019observation d\u2019un soin prodigue\u0301 a\u0300 un jeune enfant par une professionnelle de l\u2019accueil individuel, lors d\u2019un temps collectif, <\/span>m\u2019a entraine\u0301e dans des questionnements autour de la <\/span>bientraitance et de la maltraitance, et de toutes les pratiques qui <\/span>ne semblent pas explicitement rentrer dans l\u2019une de ces deux <\/span>cases.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Apre\u0300s un rappel de la place de l\u2019enfant dans la socie\u0301te\u0301 a\u0300 travers l\u2019histoire viendra une analyse d\u2019un soin observe\u0301. Cette re\u0301flexion ame\u0300nera a\u0300 un e\u0301claircissement du ro\u0302le de l\u2019e\u0301ducateur de jeunes <\/span>enfants aupre\u0300s du jeune public.<\/span><\/p>\n

Mots cle\u0301s : e<\/span>nfant, soin, accompagnement, pratique professionnelle, parentalite\u0301.<\/span><\/p>\n

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Mon ve\u0301cu de professeur be\u0301ne\u0301vole a\u0300 domicile aupre\u0300s des enfants malades<\/span><\/p>\n<\/div>\n<\/div>\n

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220<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Re\u0301sume\u0301 :<\/span><\/p>\n<\/div>\n<\/div>\n

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Depuis 7 ans, je suis enseignante de mathe\u0301matique be\u0301ne\u0301vole a\u0300 <\/span>domicile, au sein d\u2019une association de soutien scolaire aux <\/span>enfants <\/span>malades, base\u0301e au Po\u0302le Aquitain de l\u2019Adolescent a\u0300 Bordeaux. Je parle ici de ma pratique, de ce qu\u2019elle apporte, je l\u2019espe\u0300re, a\u0300 mes e\u0301le\u0300ves et a\u0300 moi e\u0301galement. Je sugge\u0300re aussi quelques axes d\u2019ame\u0301lioration. Car le be\u0301ne\u0301volat, c\u0327a doit e\u0302tre du <\/span>gagnant-gagnant pour e\u0302tre efficace.<\/span><\/p>\n

Mots cle\u0301s: <\/span>be\u0301ne\u0301volat <\/span>\u2014 <\/span>enseignement <\/span>\u2014 <\/span>adolescent <\/span>\u2014 <\/span>empathie<\/span><\/p>\n

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Claude Sternis<\/span><\/p>\n

Re\u0301sume\u0301 :<\/span><\/p>\n

Cet article propose, sous la forme d\u2019un te\u0301moignage, de pre\u0301senter la mise en chantier colle\u0301giale d\u2019un livre issu d\u2019un colloque, et du<\/span><\/p>\n<\/div>\n<\/div>\n

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221<\/span><\/p>\n<\/div>\n<\/div>\n

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Ve\u0301ronique Lartaud<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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collectif associe\u0301, de la naissance du projet a\u0300 son aboutissement. <\/span>L\u2019auteur s\u2019appuie pour cela sur la question des e\u0301tapes successives <\/span>de la trace et de la symbolisation, a\u0300 partir des impre\u0301gnations sensorielles, me\u0301taphores de la dialectique contenant\/contenu et <\/span>de l\u2019articulation psyche\u0301<\/span>-soma rencontre\u0301es dans le de\u0301veloppement <\/span>humain, dans l\u2019accession a\u0300 l\u2019e\u0301criture et en atelier d\u2019expression a\u0300<\/span>me\u0301diations the\u0301rapeutiques.<\/span><\/p>\n

Mots cle\u0301s <\/span>: collectif, e\u0301criture, livre, symbolisation, trace<\/span><\/p>\n


<\/span>Les \u00ab<\/span> <\/span>troubles du neuro<\/span>–<\/span>de\u0301veloppement<\/span> <\/span>\u00bb <\/span>: concept et <\/span>diagnostic(s) proble\u0301matique(s) aux multiples conse\u0301quences<\/span><\/p>\n

Anne Dele\u0300gue<\/span><\/p>\n

Re\u0301sume\u0301 <\/span>:<\/span><\/p>\n

Le concept de \u00ab<\/span> <\/span>troubles neurode\u0301veloppementaux<\/span> <\/span>\u00bb diffuse\u0301<\/span><\/p>\n

depuis dix ans dans la nomenclature psychiatrique internationale par le DSM est examine\u0301 : historique, composition de\u0301taille\u0301e (DSM-5 et CIM-11), position de la CFTMEA, validite\u0301 scientifique et e\u0301piste\u0301mologique, lien avec la <\/span>psychiatrie <\/span>biologique<\/span>, enfin conse\u0301quences <\/span>: abandon d\u2019une <\/span>psychopathologie plurielle, neurologisation et <\/span>\u00ab<\/span> <\/span>standardisation<\/span> <\/span>\u00bb <\/span>conceptuelles, diagnostiques et soignantes de la pe\u0301dopsychiatrie, posant des proble\u0300mes e\u0301thiques de la me\u0302me <\/span>importance que la pathologisation de l\u2019homosexualite\u0301 en son <\/span>temps.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Mots-cle\u0301s<\/span>: troubles neurode\u0301veloppementaux-pe\u0301dopsychiatrie- e\u0301piste\u0301mologie-e\u0301thique-soins psychiatriques<\/span><\/p>\n


<\/span>L\u2019autisme chez l\u2019enfant au Burkina Faso<\/span>: donne\u0301es sociode\u0301mographiques<\/span><\/p>\n

Kapoune\u0301 Karfo<\/span><\/p>\n

Re\u0301sume\u0301 :<\/span><\/p>\n

Re\u0301sultats <\/span>: au total, 121 <\/span>enfants ont e\u0301te\u0301 inclus dans l\u2019e\u0301tude. <\/span>Parmi ces enfants, 26,44 <\/span>% e\u0301taient autistes. La tranche d\u2019a\u0302ge la <\/span>plus repre\u0301sente\u0301e e\u0301tait comprise entre 1 et 4 ans avec un a\u0302ge moyen de 5,53 ans. Le sexe-ratio de 3 garc\u0327ons pour une fille e\u0301tait <\/span>retrouve\u0301. Plus de la moitie\u0301 des enfants autistes (71,9 %) ont e\u0301te\u0301 accouche\u0301s par voie basse et 15,4 % de ces enfants ont e\u0301te\u0301 <\/span>victimes d\u2019une circulaire de cordon. Parmi les enfants autistes, <\/span>46,9 <\/span>% n\u2019e\u0301taient pas scolarise\u0301s. Les parents e\u0301taient salarie\u0301s pour <\/span>75 % des pe\u0300res et 50 % des me\u0300res. Cependant, une association a <\/span>e\u0301te\u0301 retrouve\u0301e entre l\u2019a\u0302ge, le niveau d\u2019e\u0301ducation, la profession des pe\u0300res, le mode d\u2019accouchement de l\u2019enfant et l\u2019ante\u0301ce\u0301dent de circulaire du cordon et l\u2019autisme.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Mots cle\u0301s <\/span>: e\u0301pide\u0301miologie, cliniques, autisme, pe\u0301dopsychiatrie, Burkina Faso<\/span><\/p>\n

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Pratique clinique au sein d\u2019une E\u0301quipe mobile de psychiatrie <\/span>pour Adolescent: e\u0301thique du cadre et transitionnalite\u0301 interinstitutionnelle<\/span><\/p>\n

Joachim Getzel, Anne Perret, Isabelle Tur<\/span><\/p>\n<\/div>\n<\/div>\n

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Re\u0301sume\u0301 :<\/span><\/p>\n

Cet article rend compte des e\u0301laborations the\u0301oriques et pratiques <\/span>d\u2019une e\u0301quipe mobile de psychiatrie de l\u2019adolescent. Ces pratiques <\/span>en constante e\u0301volution ont permis de mettre en place une <\/span>approche adapte\u0301e a\u0300 chaque situation en plac\u0327ant l\u2019adolescent(e) et <\/span>sa <\/span>famille au c\u0153ur de la re\u0301flexion et du projet de soin. Les <\/span>parcours complexes de ces adolescents sont souvent en lien avec des prises en charge pluri-institutionnelles morcele\u0301es et <\/span>discontinues. L\u2019e\u0301quipe mobile ayant pour vocation de \u00ab<\/span> <\/span>Faire <\/span>e\u0301quipe avec le<\/span>s e\u0301quipes<\/span> <\/span>\u00bb met en lumie\u0300re l\u2019importance d\u2019associer <\/span>les services e\u0301ducatifs, sociaux et judiciaires dans nos pratiques et nos re\u0301flexions me\u0301dicales et parame\u0301dicales.<\/span><\/p>\n

Mots cle\u0301s <\/span>: psychiatrie, adolescent, mobile, e\u0301laboration, trajectoire.<\/span><\/p>\n

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E\u0301DITORIAL SOMMAIRE Le pourquoi du comment__________________________11 Emmanuelle Granier INTRODUCTION 1. Se\u0301gole\u0300ne Payan, Emmanuelle Granier, Aziz Essadek _____15 Pre\u0301vention, me\u0301dias et sante\u0301 mentale ________ 19 Lorquin:d\u2019unfestivala\u0300uncentrenational ___________21 Alain Bouvarel, Michael Spreng La pre\u0301vention selon Yapaka ________________________ 35 Philippe Petry Disruptionrelationnelleetenvironnement ___________47 Marie-Claude Bossie\u0300re Du ne\u0301olibe\u0301ralisme a\u0300 la pornographie : les influenceurs, un marche\u0301 de dupes ? 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