[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\/2025\/03\/NREA-11-couv.jpg\u00a0\u00bb title_text=\u00a0\u00bbNREA 11″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _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″][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_text _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb2px|||||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Prendre soin des \u00e9l\u00e8ves et des soignants\u00a0: Les (H) Oury (is)<\/span><\/a><\/p>\n Emmanuelle Granier<\/strong><\/span><\/p>\n Association libre\u2009?<\/span><\/a><\/p>\n Gr\u00e9goire Latry<\/strong><\/span><\/p>\n Gen\u00e8se d\u2019une co-op\u00e9ration\u00a0 \u00ab\u2009Chemin faisant\u2009\u00bb<\/span><\/a><\/p>\n Anne-Virginie Brotons<\/strong><\/span><\/p>\n \u00a0<\/span>Recevoir, s\u2019approprier, transmettre\u00a0<\/span><\/a><\/p>\n Fran\u00e7ois Marty<\/strong><\/span><\/p>\n \u00a0<\/strong><\/span>L\u2019adolescent ou l\u2019infantile en soi\u00a0: Pourquoi faut-il parler des b\u00e9b\u00e9s aux ados\u2009?<\/span><\/a><\/p>\n Bernard Golse<\/strong><\/span><\/p>\n Tenir bon sur l\u2019\u00e9thique\u00a0: soutenir l\u2019intenable, porter l\u2019indicible<\/span><\/a><\/p>\n Pierre Delion<\/strong><\/span><\/p>\n Soigner, signer, inscrire<\/span><\/a><\/p>\n Antoine Fontaine & Anne-Virginie Brotons<\/strong><\/span><\/p>\n Greffer de l\u2019ouvert\u00a0: Fonction \u00e9thique de la logique du vague dans le champ de la clinique<\/span><\/a><\/p>\n Pierre Johan Laffitte<\/strong><\/span><\/p>\n Des apports d\u2019un espace d\u2019\u00e9laboration psychique des pratiques pour des enseignants<\/span><\/a><\/p>\n Claudine Blanchard-Laville<\/strong><\/span><\/p>\n Pour des dispositifs cliniques institutionnalis\u00e9s<\/span><\/a><\/p>\n Patrick Geffard<\/strong><\/span><\/p>\n Un Plan de Travail en classe pr\u00e9paratoire aux grandes \u00e9coles<\/span><\/a><\/p>\n Romuald Esman<\/strong><\/span><\/p>\n Un groupe d\u2019\u00e9criture monographique ,suivi de la monographie \u00ab\u2009Le Loup-Garou Blanc\u2009\u00bb<\/span><\/a><\/p>\n Patrick Geffard & Laurent Coste<\/strong><\/span><\/p>\n \u00a0<\/strong><\/span><\/p>\n L\u2019adolescence dans l\u2019\u0153uvre de S.\u00a0Freud\u00a0: les lettres \u00e0 W.\u00a0Fliess. <\/span>N\u00e9vroses de l\u2019adolescence et th\u00e9orie de l\u2019apr\u00e8s-coup (1893-1900)<\/span><\/a><\/p>\n Florian Houssier <\/strong><\/span>– Haya Haidar – Anthony Brault – Delphine Bonnichon<\/strong><\/span><\/p>\n \u00ab\u2009Le Faisceau des Vivants\u2009\u00bb, roman\u00a0: Dialogue avec l\u2019auteure, Catherine Zittoun.<\/span><\/a><\/p>\n Emmanuelle Granier & Catherine Zittoun<\/strong><\/span><\/p>\n Familles, je vous h-ai-s\u2009! Le complexe familial en sc\u00e8ne\u00a0:<\/span><\/a><\/p>\n Fr\u00e9d\u00e9rique Riedlin<\/strong><\/span><\/p>\n \u00a0<\/span><\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb|||6px|false|false\u00a0\u00bb hover_enabled=\u00a0\u00bb0″ sticky_enabled=\u00a0\u00bb0″][et_pb_column _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb type=\u00a0\u00bb4_4″][et_pb_text _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb hover_enabled=\u00a0\u00bb0″ sticky_enabled=\u00a0\u00bb0″]<\/p>\n \u00a0<\/strong><\/p>\n Gen\u00e8se d\u2019une co-op\u00e9ration \u00ab\u2009chemin faisant\u2009\u00bb<\/strong><\/p>\n Anne-Virginie Brotons<\/strong><\/p>\n \u00a0<\/strong><\/p>\n R\u00e9sum\u00e9\u00a0: <\/strong>Ce r\u00e9cit chronologique t\u00e9moigne de la construction d\u2019un collectif de travail autour d\u2019un projet de cr\u00e9ation d\u2019un dispositif lyc\u00e9en et d\u2019un p\u00f4le ressource. Dot\u00e9e d\u2019une association pour soutenir ces activit\u00e9s, celle-ci se pense progressivement comme un espace tiers. \u00c0 l\u2019image de la fonction club propre aux pratiques institutionnelles, elle assure la circulation de la pens\u00e9e et de l\u2019\u00e9laboration des projets. Ces travaux s\u2019inscrivant dans le courant des pratiques institutionnelles, le collectif, fid\u00e8le aux pens\u00e9es de Jean Oury et Fernand Oury, met en \u0153uvre les pratiques institutionnelles et la p\u00e9dagogie institutionnelle \u00e0 tous les niveaux de son fonctionnement. Le r\u00e9cit de cette histoire s\u2019articule aux articles de ce num\u00e9ro sp\u00e9cial qui lui est d\u00e9di\u00e9.<\/p>\n Mots cl\u00e9s\u00a0: <\/strong>Historique – Conduite de projet – Pratiques institutionnelles \u2013 Collectif de travail \u2013 Lyc\u00e9e innovant \u2013 Espace tiers<\/p>\n Summary\u00a0: <\/strong>This chronological account documents the construction of a collective work group centred around the creation of a high school initiative and a resource centre. Supported by an association dedicated to these activities, it gradually develops as a third space. Similar to the \u2018club function\u2019 characteristic of institutional practices, it facilitates the circulation of ideas and the development of projects. Rooted in the tradition of institutional practices, the collective remains faithful to the ideas of Jean Oury and Fernand Oury, implementing institutional practices and pedagogy at all levels of its functioning. The narrative of this journey is interconnected with the articles in this special issue dedicated to it.<\/p>\n Key words:<\/strong> Historical Overview\u2009\u2013 Project Management\u2009\u2013 Institutional Practices\u2009\u2013 Work Collective\u2009\u2013 Innovative High School\u2009\u2013 Third Space<\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Recevoir, s\u2019approprier, transmettre<\/strong><\/p>\n Fran\u00e7ois Marty<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Mots cl\u00e9s\u00a0: <\/strong>Adolescence \u2013 M\u00e9tamorphose \u2013 Appropriation \u2013 Transmission<\/p>\n \u00a0<\/strong><\/p>\n Key words: <\/strong>Adolescence Metamorphosis Appropriation Transmission<\/p>\n L\u2019adolescent ou l\u2019infantile en soi\u00a0<\/strong>: Pourquoi faut-il parler des b\u00e9b\u00e9s aux ados\u2009? Une exp\u00e9rience in\u00e9dite<\/strong><\/p>\n Bernard Golse<\/strong><\/p>\n \u00a0<\/strong><\/p>\n R\u00e9sum\u00e9\u00a0: <\/strong>L\u2019auteur relate l\u2019exp\u00e9rience qu\u2019il m\u00e8ne dans un lyc\u00e9e et qui consiste \u00e0 aller parler des b\u00e9b\u00e9s aux adolescents (des b\u00e9b\u00e9s qu\u2019ils furent et des b\u00e9b\u00e9s qu\u2019ils auront peut-\u00eatre un jour) dans une vis\u00e9e d\u2019accompagnement vers la parentalit\u00e9 mais aussi de pr\u00e9vention de la violence. La grande sensibilit\u00e9 des adolescents \u00e0 l\u2019\u00e9gard des b\u00e9b\u00e9s est due \u00e0 diverses convergences de fonctionnement psychique \u00e9clair\u00e9es par la psychiatrie du b\u00e9b\u00e9. Ces r\u00e9flexions s\u2019inscrivent sur le fond de la dynamique de l\u2019apr\u00e8s-coup.<\/p>\n \u00a0<\/strong><\/p>\n Mots cl\u00e9s\u00a0: <\/strong>Adolescence\u00a0– Apr\u00e8s-coup\u00a0– B\u00e9b\u00e9\u00a0– Parentalit\u00e9\u00a0– Pr\u00e9vention\u00a0– Violence<\/p>\n Summary: <\/strong>which consists of talking to teenagers about babies (the babies they were and the babies they may have one day) with the aim of supporting them in their parenthood and also preventing violence. The great sensitivity of adolescents toward babies is due to various convergences of psychic functioning enlightened by baby psychiatry. These reflections are based on the dynamics of the deferred action.<\/p>\n \u00a0<\/strong><\/p>\n Key words: <\/strong>Adolescence \u2013 Baby\u2009\u2013\u2009Deferred action \u2013 Parenthood \u2013 Prevention \u2013 Violence<\/p>\n Tenir bon sur l\u2019\u00e9thique\u00a0: accueillir l\u2019impossible, soutenir l\u2019intenable, porter l\u2019indicible.<\/strong><\/p>\n Pierre Delion<\/strong><\/p>\n \n R\u00e9sum\u00e9\u00a0: <\/strong>\u00c0 la logique manag\u00e9riale actuelle appliqu\u00e9e dans les h\u00f4pitaux psychiatriques, et \u00e0 un syst\u00e8me de soin toujours plus protocolaire, l\u2019auteur oppose la n\u00e9cessit\u00e9 de mettre en place un accueil personnalis\u00e9 pour les personnes en souffrance \u2014 notamment dans le cas de pathologies particuli\u00e8res. Il montre comment la psychiatrie institutionnelle replace l\u2019humain au c\u0153ur des relations patients-soignants, en tenant compte de la singularit\u00e9 de chacun des patients, ainsi que de leur mani\u00e8re individuelle d\u2019interagir et d\u2019\u00eatre au monde. En s\u2019appuyant sur des t\u00e9moignages et r\u00e9cits d\u2019exp\u00e9rience de grands noms de la psychoth\u00e9rapie institutionnelle, l\u2019auteur rappelle toute l\u2019importance du collectif afin d\u2019instituer un accueil personnalis\u00e9, et un dispositif adapt\u00e9 \u00e0 chaque patient.\u00a0 <\/span><\/p>\n \u00a0<\/strong><\/p>\n Mots cl\u00e9s\u00a0: <\/strong>psychoth\u00e9rapie institutionnelle – \u00e9thique et psychiatrie – constellation transf\u00e9rentielle \u2014 pathologies archa\u00efques<\/p>\n Summary\u00a0:<\/strong> Facing the managerial logic currently in place in French psychiatric hospitals, as well as an increasingly standardised health-care system, the author argues for the need to implement personalised admissions for people in suffering, especially those affected by specific pathologies. He shows how institutional psychiatry puts the human dimension back at the core of the patient-caregiver relation, taking into consideration each patient\u2019s distinctiveness along with their way of interacting and being in the world. Relying on accounts and testimonies from important figures of institutional psychotherapy, the author emphasises the importance of collective work so that personalised admissions and measures suited to each patient can be put into practice.\u00a0 <\/span><\/p>\n \u00a0<\/strong><\/p>\n Key words: <\/strong>Institutional psychotherapy\u2009\u2013\u2009Ethics and psychiatry\u2009\u2013\u2009Transferential constellation\u2013 Archaic pathologies<\/p>\n \u00a0<\/strong><\/p>\n Greffer de l\u2019ouvert\u00a0: fonction \u00e9thique de la logique du vague dans le champ de la clinique.<\/strong><\/p>\n Pierre Johan Laffitte<\/strong><\/p>\n \u00a0<\/strong><\/p>\n R\u00e9sum\u00e9\u00a0<\/strong>: Cette contribution interroge l\u2019obsession contemporaine pour l\u2019innovation en \u00e9ducation et en psychoth\u00e9rapie. L\u2019auteur met en avant l\u2019int\u00e9r\u00eat des pratiques institutionnelles, inspir\u00e9es par la p\u00e9dagogie et la psychoth\u00e9rapie institutionnelles, qui valorisent la singularit\u00e9 et le transfert. Ancr\u00e9e dans la s\u00e9miotique de Peirce, l\u2019approche privil\u00e9gie une logique abductive et vague, accueillant l\u2019impr\u00e9visible et la subjectivit\u00e9 face \u00e0 la technicisation et la protocolarisation des pratiques humaines.<\/p>\n Mots cl\u00e9s\u00a0: <\/strong>Pratiques institutionnelles – Logique abductive\u00a0– S\u00e9miotique peircienne\u00a0– Subjectivit\u00e9<\/p>\n \u00a0<\/strong><\/p>\n Summary<\/strong>: This contribution questions the contemporary obsession with innovation in education and psychotherapy. The author highlights the value of institutional practices, inspired by institutional pedagogy and psychotherapy, which emphasise individuality and transference. Anchored in Peirce\u2019s semiotics, the approach favours abductive and vague logic, welcoming unpredictability and subjectivity, in contrast to the technicization and procedural standardisation of human practices.<\/p>\n \u00a0<\/strong><\/p>\n Key words: <\/strong>Institutional practices\u2009\u2013\u00a0 Abductive logic\u2009\u2013 Peirce\u2019s semiotics\u2009\u2013 Subjectivity<\/p>\n \u00a0<\/strong><\/p>\n Soigner, signer, inscrire<\/strong><\/p>\n Antoine Fontaine & Anne-Virginie Brotons<\/strong><\/p>\n \n \u00a0<\/strong><\/p>\n Mots cl\u00e9s\u00a0: <\/strong>P\u00e9dagogie institutionnelle \u2014 psychoth\u00e9rapie institutionnelle \u2014 Adolescence \u2014 Apprentissage – Soin<\/p>\n \u00a0<\/strong><\/p>\n Key words: <\/strong>Institutional pedagogy\u2009\u2013\u2009Institutional psychotherapy\u2009\u2013\u2009Adolescence\u2009\u2013\u2009Learning\u2009\u2013\u2009Care<\/p>\n \u00a0<\/strong><\/p>\n Des apports d\u2019un espace d\u2019\u00e9laboration psychique des pratiques pour des enseignants<\/strong><\/p>\n Claudine Blanchard-Laville<\/strong><\/p>\n R\u00e9sum\u00e9\u00a0<\/strong>: Lorsqu\u2019une offre de groupe d\u2019analyse clinique des pratiques est faite \u00e0 des enseignants, que peuvent-ils en esp\u00e9rer\u2009? Dans cet article, sera d\u00e9crit le d\u00e9roulement concret des s\u00e9ances d\u2019\u00e9laboration psychique pour des enseignants dans l\u2019apr\u00e8s-coup de leur exercice professionnel. Puis seront d\u00e9clin\u00e9s les pr\u00e9suppos\u00e9s th\u00e9oriques auxquels se r\u00e9f\u00e8rent les animateurs d\u2019un dispositif d\u2019analyse des pratiques enseignantes lorsqu\u2019il est con\u00e7u selon une d\u00e9marche clinique d\u2019orientation psychanalytique. Et, en dernier lieu, seront \u00e9voqu\u00e9s les processus de transmission qui sont \u00e0 l\u2019\u0153uvre au sein de ce dispositif.\u00a0<\/p>\n \u00a0<\/strong><\/p>\n Mots cl\u00e9s\u00a0<\/strong>: \u00c9laboration psychique, psychanalyse, subjectivit\u00e9 professionnelle, apr\u00e8s-coup, transmission<\/p>\n \u00a0<\/strong><\/p>\n Summary<\/strong>: When a clinical practice analysis group is offered to teachers, what can they expect from it? This article describes the concrete course of psychic elaboration sessions for teachers reflecting on their professional practice in retrospect. It will then outline the theoretical assumptions that facilitators of a practice analysis framework refer to when it is designed with a psychoanalytical clinical approach. Lastly, the transmission processes at work within this framework will be discussed.<\/p>\n \u00a0<\/strong><\/p>\nINTRODUCTION<\/span><\/a><\/h2>\n
1.<\/span>\u00a0\u00a0\u00a0 Clinique adolescente<\/span><\/a><\/h2>\n
2.<\/span>\u00a0\u00a0\u00a0 L\u2019esprit de la psychoth\u00e9rapie institutionnelle<\/span><\/a><\/h2>\n
3.<\/span>\u00a0\u00a0\u00a0 Exp\u00e9riences de p\u00e9dagogie institutionnelle<\/span><\/a><\/h2>\n
VARIA<\/span><\/a><\/h2>\n
R\u00c9SUM\u00c9S ET MOTS-CL\u00c9S<\/span><\/a><\/h3>\n
<\/a>R\u00c9SUM\u00c9S ET MOTS CL\u00c9S<\/strong><\/h1>\n