{"id":1282,"date":"2025-07-20T17:16:30","date_gmt":"2025-07-20T15:16:30","guid":{"rendered":"https:\/\/association-recherche-enfance-adolescence.org\/?p=1282"},"modified":"2025-07-20T17:49:11","modified_gmt":"2025-07-20T15:49:11","slug":"numero-12-les-mediations-therapeutiques","status":"publish","type":"post","link":"https:\/\/association-recherche-enfance-adolescence.org\/index.php\/2025\/07\/20\/numero-12-les-mediations-therapeutiques\/","title":{"rendered":"Num\u00e9ro 12 : Les M\u00e9diations Th\u00e9rapeutiques"},"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 title_text=\u00a0\u00bbnum\u00e9ro 12″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb hover_enabled=\u00a0\u00bb0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb alt=\u00a0\u00bbLes M\u00e9diations th\u00e9rapeutiques\u00a0\u00bb src=\u00a0\u00bbhttps:\/\/association-recherche-enfance-adolescence.org\/wp-content\/uploads\/2025\/07\/numero-12.jpg\u00a0\u00bb sticky_enabled=\u00a0\u00bb0″][\/et_pb_image][\/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 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_text _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb2px|||||\u00a0\u00bb hover_enabled=\u00a0\u00bb0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb sticky_enabled=\u00a0\u00bb0″]<\/p>\n

SOMMAIRE<\/strong><\/span><\/h1>\n

\n

\n

Editorial<\/h2>\n

Cookie Psy<\/span><\/a><\/p>\n

\u00a0\u00a0 Emmanuelle Granier<\/span><\/p>\n

INTRODUCTION<\/a><\/h2>\n

1. M\u00e9diations th\u00e9rapeutiques<\/a> et symbolisation primaire,<\/a> aux origines de la trace<\/a><\/span><\/h2>\n

Pr\u00e9misses de la trace et de la symbolisation\u00a0: un atelier \u00e0 m\u00e9diation psychoth\u00e9rapeutique argile avec des enfants autistes en IME<\/a><\/span><\/p>\n

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

Dans les bidonvilles de Tananarive, des ateliers de jeu libre\u2026 pour soigner la malnutrition\u00a0?<\/a><\/span><\/p>\n

Gwenola Ghanes<\/a><\/span><\/em><\/p>\n

L\u2019atelier psychoth\u00e9rapeutique terre comme possibilit\u00e9 de symbolisation. Le cas de Zo\u00e9<\/a><\/span><\/p>\n

Ang\u00e9lina Bonnet, Maud Bouyssi, Laure Lambron, Karine Macocco, H\u00e9l\u00e8ne Piana<\/a><\/span><\/em><\/p>\n

2. Pratiques et r\u00e9flexions<\/a> sur les m\u00e9diations th\u00e9rapeutiques<\/a> en groupe avec des enfants<\/a><\/h2>\n

L\u2019improvisation th\u00e9\u00e2trale\u00a0:du corps agi \u00e0 l\u2019acte cr\u00e9atif<\/a><\/a><\/span><\/p>\n

Francois Blauwart<\/a> Charlotte Marcilhacy<\/a><\/em><\/span><\/p>\n

L\u2019int\u00e9r\u00eat du cadre temporel en orthophonie dans un groupe\u00a0\u00ab\u2009Contes en sc\u00e8nes\u2009\u00bb en CMP, pour des enfants latents<\/a><\/span><\/p>\n

C\u00e9line Dupuy<\/a><\/em><\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

3. Des m\u00e9diations th\u00e9rapeutiques<\/a>avec les adolescents<\/a><\/span><\/h2>\n

De la pratique photographique \u00e0 la trace \u00e9crite<\/a><\/span><\/p>\n

Un atelier photo (st\u00e9nop\u00e9)\u2014 \u00e9criture<\/a><\/span><\/p>\n

Elen Geffroy<\/em><\/a><\/span><\/p>\n

M\u00e9diation \u00e9quine aupr\u00e8s d\u2019adolescents d\u00e9linquants\u00a0: de la mim\u00e9sis \u00e0 l\u2019introjection<\/a><\/span><\/p>\n

Alix Deswazieres, Magali Ravit<\/a><\/span><\/em><\/p>\n

\u00ab\u2009Don\u2019t tell it, show it\u2009\u00bb\u00a0: YouTube comme support au travail pubertaire en m\u00e9diation th\u00e9rapeutique groupale avec des adolescents.<\/a><\/span><\/p>\n

Aurore Caffier, Marion Haza-P\u00e9ry<\/a><\/span><\/em><\/p>\n

Une m\u00e9diation mixte \u00ab\u2009jeu vid\u00e9o et \u00e9criture\u2009\u00bb\u00a0: entre narrativit\u00e9 et symbolisation<\/a><\/span><\/p>\n

Elisa Ribeiro Meirelles, Marion Haza-Pery<\/a><\/span><\/em><\/p>\n

VARIA<\/a><\/h2>\n

Une fresque sur les murs de l\u2019h\u00f4pital\u00a0:<\/a> int\u00e9r\u00eats d\u2019un groupe th\u00e9rapeutique artistique avec des adolescents<\/a><\/span><\/p>\n

Herv\u00e9 Fuetterer<\/a><\/span><\/em><\/p>\n

Pubertaire et virtuel num\u00e9rique, une rencontre<\/a><\/span><\/p>\n

Zein El Abidine Mansour, Marion Haza-Pery<\/a><\/span><\/em><\/p>\n

L\u2019adolescence dans l\u2019\u0153uvre de S. Freud (1894-1899)\u00a0: d\u2019une \u00e9tiologie organico-sexuelle \u00e0 la d\u00e9couverte de l\u2019infantile<\/a><\/span><\/p>\n

Houssier F., Chevalier J., Bonnichon D., Brault A., Haidar H.<\/a><\/span><\/em><\/p>\n

R\u00c9SUM\u00c9S et MOTS-CL\u00c9S<\/a><\/span><\/h2>\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 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_text _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb hover_enabled=\u00a0\u00bb0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb sticky_enabled=\u00a0\u00bb0″ custom_padding=\u00a0\u00bb|||6px|false|false\u00a0\u00bb]<\/p>\n

<\/a>Marion Haza-Pery<\/a><\/span><\/em>Marion Haza-Pery<\/a><\/span><\/em>R\u00c9SUM\u00c9S ET MOTS CL\u00c9S<\/strong><\/h1>\n

<\/a><\/a>R\u00c9SUM\u00c9S et MOTS-CL\u00c9S<\/span><\/h1>\n

\u00a0<\/span><\/p>\n

Pr\u00e9misses de la trace et de la symbolisation\u00a0: un atelier \u00e0 m\u00e9diation psychoth\u00e9rapeutique argile avec des enfants autistes en IME<\/strong><\/p>\n

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

R\u00e9sum\u00e9\u00a0: <\/strong>Aux origines de la trace est le d\u00e9veloppement de l\u2019alt\u00e9rit\u00e9, donc de la symbolisation. Nous pr\u00e9senterons ici comment, dans un atelier psychoth\u00e9rapeutique d\u2019argile, s\u2019effectua, pour Amin, 8\u00a0ans, autiste mutique, cette \u00e9mergence, d\u2019abord \u00e9ph\u00e9m\u00e8re (mouvements, jeux d\u2019eau, vagues empreintes) puis peu \u00e0 peu signifiante, adress\u00e9e, \u00e0 partir du partage transfero-contre-transf\u00e9rentiel et groupal et du travail du cadre, jusqu\u2019au rep\u00e9rage d\u2019un dedans, la r\u00e9alisation de pr\u00e9formes, et un d\u00e9but de langage.<\/span><\/p>\n

Mots-clefs\u00a0: <\/strong>Autisme, M\u00e9diation th\u00e9rapeutique, Symbolisation, Terre, Trace<\/span><\/p>\n

\u00a0<\/span><\/strong>Premise\u00a0of\u00a0Trace\u00a0and\u00a0Symbolization :\u00a0workshop\u00a0with\u00a0clay\u00a0psychotherapeutic\u00a0mediation\u00a0with\u00a0autistic\u00a0children\u00a0in\u00a0IME<\/strong><\/p>\n

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

Abstract\u00a0:<\/strong>At the origins of the trace is the development of otherness, and thus of symbolization. We will present here how, in a clay psychotherapy workshop, this emergence took place for Amin, 8 years old, mute autistic child, initially ephemeral (movements, water games, vague imprints) and then gradually becoming significant, addressed, through transference-countertransference sharing and group work, and the work of the framework, until the identification of an inner self, the creation of pre-forms, and the beginning of language.<\/span><\/p>\n

\u00a0<\/span>Keywords\u00a0:<\/strong>Autism, Therapeutic mediation, Symbolization, Earth, Trace<\/span><\/p>\n

<\/span><\/p>\n

Dans les bidonvilles de Tananarive, des ateliers de jeu libre\u2026 pour soigner la malnutrition\u2009?<\/strong><\/p>\n

Gwenola Ghanes<\/span><\/strong><\/p>\n

\u00a0<\/span>R\u00e9sum\u00e9\u00a0: <\/strong>Une psychologue face \u00e0 des enfants qui ont faim\u00a0: incongru\u00a0?<\/span><\/p>\n

L\u2019atelier ouvre pourtant un espace pour observer, se rencontrer, \u00e9tayer. Introduire du jeu chez l\u2019enfant et dans les liens, permet de relancer les processus de symbolisation et de redonner l\u2019app\u00e9tit\u2026 de vivre. Le cadre-dispositif de l\u2019atelier favorise un maillage entre les dyades parents enfants, au sein du groupe et dans l\u2019institution.<\/p>\n

\u00a0<\/strong>Mots-cl\u00e9s\u00a0:<\/strong> Nutrition, pr\u00e9carit\u00e9, jeu, atelier \u00e0 m\u00e9diation<\/span><\/p>\n

\u00a0In Tananarive\u2019s slums, free play workshops… to care malnutrition?<\/strong><\/p>\n

\u00a0Abstract : <\/span><\/strong>A psychologist facing hungry children : incongruous ? <\/span><\/p>\n

However, the workshop opens up a potential space observe, to meet, support. Introduce play to the child and to the bonds, helps to restart symbolization processes and to restore the appetite… to live. The workshop\u2019s framework promotes a weaving between the parent-child dyads, within the group and in the institution.<\/span><\/p>\n

\u00a0Key-words\u00a0<\/span><\/strong>: nutrition, precariousness, play, mediation workshop<\/span><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

L\u2019atelier psychoth\u00e9rapeutique terre comme possibilit\u00e9 de symbolisation. Le cas de Zo\u00e9<\/span><\/strong><\/p>\n

Ang\u00e9lina Bonnet, Maud Bouyssi, Laure Lambron, Karine Macocco, H\u00e9l\u00e8ne Piana<\/strong><\/p>\n

\u00a0<\/span>R\u00e9sum\u00e9\u00a0: <\/span><\/strong>Cet article aborde le cadre d\u2019un atelier terre aupr\u00e8s d\u2019enfants d\u2019une dizaine d\u2019ann\u00e9es en Centre Accueil Th\u00e9rapeutique \u00e0 Temps Partiel. Nous pr\u00e9senterons d\u2019abord le cadre institutionnel de l\u2019atelier terre. Puis, \u00e0 partir de la pr\u00e9sentation du cas de Zo\u00e9, nous questionnerons ce en quoi le groupe psychoth\u00e9rapeutique terre a pu \u00e9ventuellement relancer ses processus de symbolisation. Pour ce faire nous aborderons la sp\u00e9cificit\u00e9 du m\u00e9dia terre et les processus \u00e0 l\u2019\u0153uvre au sein d\u2019un groupe. <\/span><\/p>\n

\u00a0<\/strong>Mots-cl\u00e9s\u00a0: <\/strong>Symbolisation \u2014 Terre \u2014 Enfants \u2014 Groupe psychoth\u00e9rapeutique<\/p>\n

\u00a0<\/span><\/strong><\/p>\n

The psychotherapeutic framework clay as a possibility of symbolization. The case of Zoe<\/span><\/strong><\/strong><\/p>\n

Abstract\u00a0: <\/strong>This article explores the framework of a clay working group for children around ten years old at a Part-Time Therapeutic Care Center. We will first present the institutional context of the clay working group. Then, through the case study of Zo\u00e9, we will examine how the clay psychotherapy group may have potentially reactivated her symbolization processes. To this end, we will address the specificity of clay as a medium and the process at work within the group.<\/p>\n

\u00a0<\/strong>Key-words\u00a0: <\/strong>Symbolization \u2014 Clay \u2013 Children \u2013 Psychotherapeutic group<\/span><\/p>\n

\u00a0<\/span><\/p>\n

L\u2019improvisation th\u00e9\u00e2trale\u00a0: du corps agi \u00e0 l\u2019acte cr\u00e9atif<\/strong><\/span><\/p>\n

Francois Blauwart<\/span>, <\/span>Charlotte Marcilhacy<\/span><\/p>\n

\u00a0<\/strong><\/span>R\u00e9<\/strong><\/span>sum<\/strong><\/span>\u00e9\u00a0<\/strong><\/span>: \u00c0 partir de l<\/span>\u2019<\/span>exp<\/span>\u00e9rience d\u2019un groupe \u00e0 m\u00e9diation <\/span>th<\/span>\u00e9\u00e2<\/span>trale<\/span> par l\u2019improvisation accueillant des enfants suivis en p\u00e9dopsychiatrie seront interrog\u00e9s les enjeux du corps et leur possible m\u00e9taphorisation \u00e0 travers les potentialit\u00e9s expressives et r\u00e9flexives r\u00e9<\/span>activ<\/span>\u00e9es par le jeu <\/span>th<\/span>\u00e9\u00e2<\/span>tral\u00a0<\/span>: l\u2019espace sc\u00e9nique, \u00e0 l\u2019int\u00e9rieur des conventions qu\u2019il instaure, permettant \u00e0 ces jeunes patients de figurer des v\u00e9cus satur\u00e9s en indices corporels et de les transformer \u00e0 travers un imaginaire partag\u00e9.<\/span><\/p>\n

Mots-cl\u00e9s<\/strong><\/span> Improvisation th<\/span>\u00e9\u00e2trale \u2014 corps \u2014 contenance psychique \u2014 groupe th\u00e9rapeutique<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Theatrical improvisation : <\/strong><\/span>from the acted body to the creative act<\/strong><\/p>\n

\u00a0Francois Blauwart, Charlotte Marcilhacy<\/p>\n

\u00a0<\/strong><\/span><\/p>\n

Abstract <\/strong><\/span>: <\/span><\/p>\n

Based on the experience of a group with theatrical mediation through improvisation welcoming children followed in child psychiatry, the issues of the body and their possible metaphorization will be questioned through the expressive and reflexive potentialities reactivated by theatrical play: the stage space within the conventions that it establishes, allowing these young patients to represent experiences saturated with bodily indices and to transform them through a shared imagination.<\/span><\/p>\n

\u00a0<\/span>Keywords :<\/strong><\/span><\/p>\n

Improvisational theater- body – psychic containment – therapeutic group<\/span><\/p>\n

\u00a0<\/u><\/span><\/p>\n

De la pratique photographique \u00e0 la trace \u00e9crite, un atelier photo (st\u00e9nop\u00e9)\u2014 \u00e9criture<\/strong><\/p>\n

<\/a><\/a><\/a><\/a><\/a><\/a><\/a>Elen Geffroy<\/p>\n

R\u00e9sum\u00e9\u00a0: <\/strong>L\u2019adolescence am\u00e8ne des remaniements psychiques et cognitifs. Pour certains jeunes, ce passage est douloureux et parasite leur organisation intellectuelle. Tout se passe comme s\u2019ils n\u2019arrivaient plus \u00e0 s\u2019appuyer sur leurs repr\u00e9sentations internes pour donner du sens aux exp\u00e9riences v\u00e9cues. Nous tenterons dans cet article de montrer qu\u2019un atelier photo-\u00e9criture constitue une d\u00e9marche int\u00e9ressante pour retravailler leurs processus de symbolisation, et, indirectement, jouer sur leurs exp\u00e9riences d\u2019apprentissages.<\/p>\n

\u00a0<\/strong>Mots-cl\u00e9s\u00a0: <\/strong>Adolescence, \u00e9criture, m\u00e9diations, st\u00e9nop\u00e9, symbolisation.<\/p>\n

\u00a0<\/a><\/a><\/a><\/a><\/a>From the practice of photography to written trace<\/strong><\/span><\/p>\n

A photography (pinhole camera) and writing workshop<\/span><\/p>\n

\u00a0<\/span><\/strong>Abstract:<\/span><\/strong><\/p>\n

Adolescence brings with it psychic and cognitive changes. For some of them, this transition is painful and interferes with their intellectual organization. It’s as if they can no longer rely on their internal representations to make sense of their experiences. In this article, we’ll try to demonstrate that a photo-writing workshop is an interesting way of work on their symbolization processes, and indirectly influencing their learning experiences. <\/span><\/p>\n

\u00a0<\/span><\/strong>Key-words:<\/span><\/strong><\/p>\n

Adolescence, writing, mediations, pinhole, symbolization.<\/span><\/p>\n

 <\/p>\n

M\u00e9diation \u00e9quine aupr\u00e8s d\u2019adolescents d\u00e9linquants\u00a0: de la mim\u00e8sis \u00e0 l\u2019introjection<\/strong>.<\/strong><\/p>\n

<\/a><\/a>Alix Deswazieres<\/span><\/h4>\n

\u00a0<\/span><\/strong>R\u00e9sum\u00e9<\/strong>\u00a0: \u00c0 la lumi\u00e8re de la clinique contemporaine, nous souhaitons pr\u00e9senter une m\u00e9diation sp\u00e9cifique en appui sur le tissage relationnel du \u00ab\u2009vivant non-humain\u2009\u00bb, dans un cadre de recherche clinique. Le dispositif de m\u00e9diation \u00e9quine \u00e0 destination des adolescents judiciaris\u00e9s vient ouvrir les portes de l\u2019in\u00e9dit chez des jeunes se situant dans l\u2019\u00e9vitement de toute modalit\u00e9 d\u2019emprise, qui plus est, vivant la relation de soin comme une contrainte. Nous verrons comment la rythmicit\u00e9 des interactions avec le cheval remobilise les liens entre adolescents, \u00e9ducateurs et psychologues, et ceci \u00e0 partir et au-del\u00e0 de l\u2019imitation.<\/p>\n

\u00a0<\/span><\/strong>Mots-clefs<\/span><\/strong>\u00a0: Adolescence \u2014 D\u00e9linquance \u2014 M\u00e9diation animale \u2014 Mim\u00e9tisme \u2014 Introjection<\/span><\/p>\n

\u00a0Equine mediation with young delinquents : from mimesis to introjection<\/span><\/strong><\/p>\n

\u00a0Abstract:<\/span><\/strong> Contemporary clinical research is increasingly turning to the \u201cnon-human living\u201d in mediation. Offering equine mediation to teenagers in conflict with the law opens the door to new perspectives for young people escaping confinement and control, experiencing the care relationship as a coercion. In the rhythmicity of interactions in the presence of the horse, the bonds between teenagers, educators and psychologists seem to take on a dimension beyond imitation.<\/span><\/p>\n

Key-words\u00a0: <\/span><\/strong>Adolescence \u2014 Delinquency \u2014 Animal mediation \u2014 Mimicry \u2014 Introjection<\/span><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

\u00ab\u2009Don\u2019t tell it, show it<\/em>\u2009\u00bb\u00a0: YouTube comme support au travail pubertaire en m\u00e9diation th\u00e9rapeutique groupale avec des adolescents.<\/strong><\/p>\n

Aurore Caffier, \u00a0Marion Haza-Pery<\/a><\/span><\/p>\n

R\u00e9sum\u00e9\u00a0: <\/strong>\u00c0 partir de s\u00e9quences cliniques issues d\u2019un dispositif groupal de m\u00e9diation \u00ab\u2009partage de vid\u00e9os sur YouTube\u2009\u00bb aupr\u00e8s d\u2019adolescents en h\u00f4pital de jour et en MECS (Maison d\u2019Enfants \u00e0 Caract\u00e8re Social), cet article explore comment les objets culturels pr\u00e9sents sur YouTube peuvent devenir des repr\u00e9sentants du travail du pubertaire. Le titre \u00ab\u2009Don\u2019t tell it, show it\u2009\u00bb renvoie \u00e0 une s\u00e9quence clinique que nous pr\u00e9sentons, ainsi qu\u2019\u00e0 la mani\u00e8re dont l\u2019image, au sein du dispositif, peut suppl\u00e9er \u00e0 l\u2019expression verbale. Ainsi, le partage de vid\u00e9os constitue une forme d\u2019expression de contenus psychiques par la suite transformables au sein du dispositif th\u00e9rapeutique groupal.<\/p>\n

Mots-cl\u00e9s\u00a0:<\/strong> M\u00e9diation num\u00e9rique, adolescence, groupe th\u00e9rapeutique, vid\u00e9o, pubertaire<\/p>\n

\u00a0\u00ab\u2009Don\u2019t tell it, show it<\/em>\u2009\u00bb\u00a0: YouTube as pubertary work support in therapeutic group mediation with adolescents.<\/strong><\/p>\n

Abstract\u00a0: <\/strong>Based on clinical sequences from therapeutic groups with mediation by \u00ab\u00a0sharing YouTube videos\u00a0\u00bb, conducted over two years with adolescent in a day hospital and a social child welfare institution, this article explores how cultural objects present on YouTube can become representations of the pubertary work. The title \u00ab Don\u2019t tell it, show it \u00bb refers to a clinical sequence we present, as well as to how images can replace verbal expression within the framework. Video sharing serves as a form of expression for psychic content that can subsequently be transformed within the group therapeutic framework.<\/p>\n

Keywords :<\/strong> \u00a0<\/span>Digital mediation, adolescence, therapeutic group, video, the pubertary<\/p>\n

 <\/p>\n

Une m\u00e9diation mixte \u00ab\u2009jeu vid\u00e9o et \u00e9criture\u2009\u00bb\u00a0: entre narrativit\u00e9 et symbolisation <\/strong><\/p>\n

Elisa Ribeiro Meirelles, Marion Haza-Pery<\/p>\n

\u00a0<\/strong>R\u00e9sum\u00e9\u00a0:<\/strong> Nous analysons les processus impliqu\u00e9s dans une m\u00e9diation psychoth\u00e9rapeutique mixte \u00ab\u2009jeu vid\u00e9o et \u00e9criture\u2009\u00bb, mise en place aupr\u00e8s de groupes d\u2019adolescents pris en charge par les services de la protection de l\u2019enfance. En nous appuyant sur la compl\u00e9mentarit\u00e9 entre ces deux objets m\u00e9diateurs, nous montrons comment les diff\u00e9rents temps des s\u00e9ances alternent entre narration et symbolisation, dimensions essentielles de la vie psychique pour des jeunes dont l\u2019histoire familiale est souvent marqu\u00e9e par l\u2019instabilit\u00e9.<\/span><\/p>\n

\u00a0<\/span>Abstract\u00a0:<\/strong> We analyze the processes involved in mixed psychotherapeutic mediation combining video games and writing, conducted with groups of adolescents in child protection. By relying on the complementarity between these two mediating objects, we highlight how the different phases of the sessions alternate in connecting\u00a0 narration and symbolization, two essential aspects of psychological life, especially for young people whose family history is often unstable.<\/span><\/p>\n

\u00a0Mots-cl\u00e9s <\/strong>jeux vid\u00e9o, \u00e9criture, adolescence, protection de l\u2019enfance, m\u00e9diation th\u00e9rapeutique<\/p>\n

Keywords :<\/strong> video games, writing, adolescence, child protection, therapeutic mediation.<\/p>\n

 <\/p>\n

 <\/p>\n

<\/a><\/a>Une fresque sur les murs de l\u2019h\u00f4pital :\u00a0<\/span><\/strong><\/a><\/a>int\u00e9r\u00eats d\u2019un groupe th\u00e9rapeutique artistique avec des adolescents<\/span><\/strong><\/h2>\n

Herv\u00e9 Fuetterer<\/em><\/p>\n

\u00a0<\/span><\/strong>R\u00e9sum\u00e9\u00a0: <\/strong>L\u2019article pr\u00e9sente la r\u00e9alisation d\u2019une fresque par 8 jeunes adolescents accompagn\u00e9s par une artiste en CMP\/CATTP de psychiatrie de l\u2019adolescent. L\u2019exp\u00e9rience groupale s\u2019apparente \u00e0 un rite de passage avec sa dimension de promotion du sujet. L\u2019\u00e9crit cherche \u00e0 montrer la f\u00e9condit\u00e9 d\u2019un dispositif de m\u00e9diation th\u00e9rapeutique artistique dans la clinique actuelle notamment en ce qu\u2019ils soutiennent la stabilisation du psychisme des patients.\u00a0<\/span><\/p>\n

Mots-cl\u00e9s\u00a0:<\/strong> Groupe th\u00e9rapeutique, adolescent, estime de soi, socialisation<\/p>\n

\u00a0<\/span>Abstract\u00a0:<\/span><\/strong> This article presents the creation of a mural by 8 young adolesents, accompanied by an artist, in an adolescent psychiatry outpatient clinic (CMP\/CATTP). <\/span><\/p>\n

The group experience resembles a rite of passage with its dimension of promoting the individual. <\/span><\/p>\n

The paper seeks to show the efficacy of therapeutic mediation devices in current clinical practice, particulary in how they contribute to the stabilization of patients mental states. <\/span><\/p>\n

\u00a0<\/span>Keywords\u00a0:<\/span><\/strong> Therapeutic group, adolescent, post-traumatic stress disorder, self-esteem, socialization. <\/span><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

\u00a0<\/span><\/p>\n

Pubertaire et virtuel num\u00e9rique, une rencontre <\/strong><\/p>\n

Zein El Abidine Mansour, Marion Haza-Pery<\/em><\/p>\n

\n

\u00a0<\/span><\/em>R\u00e9sum\u00e9\u00a0: <\/span><\/strong>De nos jours, les adolescents baignent dans le monde num\u00e9rique o\u00f9 leurs interactions se d\u00e9roulent de plus en plus \u00e0 travers des \u00e9crans, leur offrant un autre moyen d\u2019exprimer leurs sentiments. Les fantasmes sexuels des adolescents en ligne prennent en premier lieu une tonalit\u00e9 narcissique, auto-centr\u00e9e, puis c\u2019est le manque de la rencontre charnelle qui voit le jour.<\/span><\/p>\n

En se basant sur deux entretiens cliniques, nous constatons que les relations bas\u00e9es sur des \u00e9changes de photos ou de vid\u00e9os ne comblent pas pleinement les besoins \u00e9motionnels et sexuels des adolescents, le contact charnel \u00e9tant une composante essentielle pour leur d\u00e9veloppement. <\/span><\/p>\n

Mots-cl\u00e9s\u00a0:<\/span><\/strong> Adolescence, virtuel, num\u00e9rique, rencontre, sexualit\u00e9.<\/span><\/p>\n

\u00a0<\/span><\/strong>Abstract\u00a0: <\/span><\/strong>Nowadays, teenagers are immersed in the digital world where their interactions are increasingly taking place through screens, offering them another way to express their feelings. The sexual fantasies of teenagers online first take on a narcissistic, self-centered tone, then it is the lack of carnal encounter that emerges. Based on two clinical interviews, we find that relationships based on photo or video exchanges do not fully meet the emotional and sexual needs of adolescents, carnal contact being an essential component for their development.<\/span><\/p>\n

\u00a0<\/span>Keywords :<\/span><\/strong> Adolescence, virtual, digital, encounter, sexuality.<\/span><\/p>\n

\u00a0<\/span><\/em><\/strong><\/p>\n

<\/a><\/a>L\u2019adolescence dans l\u2019\u0153uvre de S. Freud (1894-1899)\u00a0: d\u2019une \u00e9tiologie organico-sexuelle \u00e0 la d\u00e9couverte de l\u2019infantile<\/strong><\/span><\/p>\n

Houssier F., Chevalier J., Bonnichon D., Brault A., Haidar H.<\/em><\/p>\n

\u00a0<\/span><\/strong>R\u00e9sum\u00e9\u00a0: <\/strong>Dans ce tome 3 des \u0152uvres compl\u00e8tes de S. Freud, nous explorons les th\u00e9matiques ou les angles psychopathologiques li\u00e9s \u00e0 l\u2019adolescence. Au cours des six ans que recouvrent les articles de ce tome 3, on voit poindre l\u2019\u00e9mergence des termes \u00ab\u00a0psychanalyse\u00a0\u00bb ou \u00ab\u00a0psychoth\u00e9rapie psychanalytique\u00a0\u00bb, le passage des th\u00e9ories adolescentes prises dans une psycho-sexologie concr\u00e8te \u00e0 la pr\u00e9gnance de la sexualit\u00e9 infantile, l\u2019introduction plus franche de l\u2019inconscient, ou encore de la dimension source de la n\u00e9vrose du traumatisme et de ses liens avec la probl\u00e9matique incestueuse, ouvrant sur une temporalit\u00e9 biphas\u00e9e du souvenir. D\u2019une th\u00e9orie causale du sympt\u00f4me qui insiste dans les n\u00e9vroses actuelles, Freud rel\u00e8gue l\u2019adolescence \u00e0 un temps de r\u00e9action au traumatisme infantile, \u00e0 ceci pr\u00e8s que celle-ci reste dominante dans sa dimension de d\u00e9clencheur quantitatif de la n\u00e9vrose, notamment via la pratique excessive de la masturbation.<\/p>\n

Mots-cl\u00e9s\u00a0:<\/strong> S. Freud \u2013 Adolescence \u2013 Masturbation \u2013 N\u00e9vrose \u2013 Souvenir \u00e9cran – Traumatisme<\/p>\n

Abstract\u00a0: <\/span><\/strong>In The third volume of the Complete Works of S. Freud, we explore themes or psychopathological angles related to adolescence. Over the six years covered by the articles in Volume 3, we see the emergence of the terms \u201cpsychoanalysis\u201d or \u201cpsychoanalytic psychotherapy\u201d, the transition from adolescent theories caught up in a concrete psycho-sexology to the prominence of infantile sexuality, the franker introduction of the unconscious, or the source dimension of trauma neurosis and its links with the incestuous problematic, opening onto a two-phase temporality of memory. From a causal theory of the symptom that insists on current neuroses, Freud relegates adolescence to a time of reaction to infantile trauma, except that it remains dominant in its dimension as a quantitative trigger of neurosis, notably via excessive masturbation.<\/p>\n

Keywords\u00a0:<\/strong> S. Freud \u2013 Adolescence \u2013 Masturbation \u2013 Neurosis \u2013 Screen memory – Traumatism<\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

<\/a><\/p>\n

 <\/p>\n

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SOMMAIRE Editorial Cookie Psy \u00a0\u00a0 Emmanuelle Granier INTRODUCTION 1. M\u00e9diations th\u00e9rapeutiques et symbolisation primaire, aux origines de la trace Pr\u00e9misses de la trace et de la symbolisation\u00a0: un atelier \u00e0 m\u00e9diation psychoth\u00e9rapeutique argile avec des enfants autistes en IME Claude Sternis Dans les bidonvilles de Tananarive, des ateliers de jeu libre\u2026 pour soigner la malnutrition\u00a0? […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-1282","post","type-post","status-publish","format-standard","hentry","category-non-classe"],"yoast_head":"\nNum\u00e9ro 12 : Les M\u00e9diations Th\u00e9rapeutiques - AREA<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/association-recherche-enfance-adolescence.org\/index.php\/2025\/07\/20\/numero-12-les-mediations-therapeutiques\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Num\u00e9ro 12 : Les M\u00e9diations Th\u00e9rapeutiques - AREA\" \/>\n<meta property=\"og:description\" content=\"SOMMAIRE Editorial Cookie Psy \u00a0\u00a0 Emmanuelle Granier INTRODUCTION 1. 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