{"id":1249,"date":"2019-10-05T09:46:33","date_gmt":"2019-10-05T09:46:33","guid":{"rendered":"https:\/\/nunatc.com\/?p=1249"},"modified":"2020-04-30T20:48:41","modified_gmt":"2020-04-30T20:48:41","slug":"quid-du-bilan-psychologique-de-lenfant-aujourdhui","status":"publish","type":"post","link":"https:\/\/nunatc.com\/en\/2019\/10\/05\/quid-du-bilan-psychologique-de-lenfant-aujourdhui\/","title":{"rendered":"QUID of the psychological assessment of the child, today."},"content":{"rendered":"\t\t
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\u00a0<\/strong>D\u2019une rencontre\u2026<\/strong><\/span><\/h2>

\u00ab\u00a0La ma\u00eetresse a dit que je ne comprenais pas les choses \u00e0 l\u2019endroit\u00a0\u00bb<\/em>, ou \u00ab\u00a0je fais trop de b\u00eatises<\/em>\u00a0\u00bb, etc., sont autant de pr\u00e9cieuses cl\u00e9s que l\u2019enfant nous donne lorsque nous lui demandons s\u2019il sait pourquoi il vient nous voir.<\/p>

Les demandes d\u2019\u00e9valuation psychologique arrivent pr\u00e9cipitamment et, particuli\u00e8rement \u00e0 notre \u00e9poque, accompagn\u00e9es d\u2019une injonction de ma\u00eetrise et de contr\u00f4le. Or, les sympt\u00f4mes d\u2019un enfant ou d\u2019un adolescent, les divers conflits familiaux, requi\u00e8rent patience et souplesse, tant en raison du caract\u00e8re subjectif des contenus qu\u2019en raison de leur potentialit\u00e9 \u00e9volutive.<\/p>

Bien souvent, la demande se confond avec le diagnostic, les signes avec les sympt\u00f4mes. Le diagnostic psychologique n\u2019est pas le c\u0153ur de la demande, et la demande ne peut se r\u00e9duire \u00e0 l\u2019identification d\u2019un sympt\u00f4me. La clinique infantile s\u2019appuie sur un pivot tout \u00e0 fait particulier : l\u2019enfant est aux prises d\u2019une demande qui le concerne, mais qui au d\u00e9part est port\u00e9e par d\u2019autres. C\u2019est ainsi un prisme o\u00f9 se d\u00e9ploient, sous nos yeux, la r\u00e9alit\u00e9 des parents, la r\u00e9alit\u00e9 socio-\u00e9ducative dans lesquelles s\u2019inscrit l\u2019enfant, et souvent bien apr\u00e8s, la partition singuli\u00e8re sur laquelle lui-m\u00eame improvise.<\/p>

Mettre du sens sur le v\u00e9cu psychique, \u00e9motionnel, corporel et cognitif de l\u2019enfant est la premi\u00e8re traduction que nous pouvons faire d\u2019une demande de bilan. Partir d\u2019un test (\u00e9chelles de WISC\u2026etc.) peut \u00eatre une fa\u00e7on de proposer de nouvelles coordonn\u00e9es de travail \u00e0 l\u2019ensemble des personnes entourant l\u2019enfant.<\/p>

Actuellement, les \u00e9tudes, quelles que soient leurs affiliations th\u00e9oriques, se veulent embrasser une lecture des processus psychologiques sur les plans neurod\u00e9veloppementaux, cognitifs et psychoaffectifs. Les r\u00e9sultats sont repris \u00e0 la fois par les familles pour appr\u00e9hender diff\u00e9remment les comportements de leur enfant et par les diff\u00e9rents professionnels qui l\u2019entourent. Or, cette d\u00e9marche de mise en lien, pour constituer un \u00e9clairage de la situation de l\u2019enfant, et non un \u00e9touffoir pour son sympt\u00f4me, doit pouvoir d\u00e9passer la seule consid\u00e9ration d\u2019un \u00ab\u00a0dysfonctionnement\u00a0\u00bb. C\u2019est en allant au-del\u00e0 d\u2019une logique \u00ab\u00a0r\u00e9\u00e9ducative\u00a0\u00bb que nous pouvons entendre son v\u00e9cu, le r\u00e9fl\u00e9chir avec lui, et s\u2019initier \u00e0 des cheminements jusque-l\u00e0 rest\u00e9s dans l\u2019ombre. Car apr\u00e8s tout, comme le soulignait M. MANNONI\u00a0: \u00ab Une \u00e9ducation est r\u00e9ussie le jour o\u00f9 l\u2019adolescent peut dire \u00e0 ses parents et \u00e0 ses ma\u00eetres : vous vous \u00eates tromp\u00e9s, votre univers, nous, on n\u2019en veut pas <\/em>\u00bb.<\/p>

Le sympt\u00f4me<\/strong>, \u00ab\u00a0une juste protestation de l\u2019esprit [1]<\/a><\/em>\u00a0\u00bb<\/strong><\/span><\/h2>

Depuis la d\u00e9couverte<\/span> freudienne de l\u2019Inconscient, nous gardons \u00e0 l\u2019esprit que tout sympt\u00f4me psychologique chez l\u2019enfant est une potentialit\u00e9, c\u2019est-\u00e0-dire un \u00ab pouvoir \u00bb et<\/em> un \u00ab savoir \u00bb qui donnent acc\u00e8s \u00e0 la fa\u00e7on dont il s\u2019inscrit au monde. Prendre place dans le langage ne peut tout entier se r\u00e9duire \u00e0 un d\u00e9codage m\u00e9canique. Il peut en revanche \u00eatre consid\u00e9r\u00e9 comme une \u00e9laboration symbolique \u00e0 laquelle le psychologue peut \u00eatre invit\u00e9.<\/p>

Les travaux de D-W Winnicott introduisant le jeu et l\u2019exp\u00e9rience cr\u00e9ative comme fondamentaux \u00e0 l\u2019analyse d\u2019enfants, mais aussi ceux de F.Tustin ouvrant \u00e0 la lecture des dimensions sensorielles et de rythmicit\u00e9 interne nous semblent constituer des piliers incontournables du bilan psychologique de l\u2019enfant.<\/p>

Notre positionnement\u00a0<\/strong><\/span><\/h2>

Nous consid\u00e9rons que les processus cr\u00e9ateurs, le jeu, les objets transitionnels, tout comme le r\u00eave, \u00e9tayent un continuum espace-temps au fil de l\u2019exp\u00e9rience et les liens entre l\u2019enfant et le monde. L\u2019acc\u00e8s \u00e0 la r\u00e9alit\u00e9 interne chez l\u2019enfant ne peut se contenter de protocoles de mesures s\u2019ils n\u2019entrent pas en partage avec lui au travers du jeu.<\/p>

La singularit\u00e9 du Sujet est le seul trait d\u2019union dans le dialogue pluridisciplinaire, afin que les explorations se poursuivent sans occulter l\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 des enfants que nous rencontrons.<\/p>

En dehors d\u2019une simple m\u00e9thodologie op\u00e9ratoire, l\u2019\u00e9thique au c\u0153ur des propositions de NUNA conjugue les processus d\u2019investigation de contenus conscients et inconscients dans une pens\u00e9e ouverte sur les potentialit\u00e9s \u00e9manant de chaque rencontre. En int\u00e9grant les domaines de la recherche \u00e0 la pratique clinique, notre approche du bilan psychologique tire tout le b\u00e9n\u00e9fice de la pr\u00e9cocit\u00e9 des interventions et des pr\u00e9ventions. Les diff\u00e9rents stades de la vie psychique, depuis les exp\u00e9riences proto-mentales intra-ut\u00e9rines au d\u00e9veloppement pr\u00e9coce de l\u2019enfant, sont accueillis dans leur int\u00e9gralit\u00e9. Ainsi, les choix th\u00e9rapeutiques sp\u00e9cifiques \u00e0 chaque enfant cheminent avec la demande et d\u00e9coulent du respect du sympt\u00f4me et de la temporalit\u00e9 psychique.<\/p>

Nous appr\u00e9hendons le bilan psychologique de l’enfant \u00e0 partir des principes de la clinique du non-su et de la clinique hors les murs : les m\u00e9diations, par la valorisation des potentialit\u00e9s cr\u00e9atrices de chaque enfant et de chaque famille, ouvrent des champs d’exp\u00e9riences \u00e0 nos yeux tout aussi important que d’autres donn\u00e9es objectives qui, prises seules, ne participent qu’\u00e0 une juxtaposition des savoirs dans une surd\u00e9termination normative.<\/p>

Les exp\u00e9riences migratoires et la pluralit\u00e9 des r\u00e9f\u00e9rentiels culturels sont trop souvent encore n\u00e9glig\u00e9es dans les bilans psychologiques. Nous veillons, tant par notre formation que par nos espaces communs d\u2019analyse de pratiques, \u00e0 l\u2019accueil de la dynamique inter-culturelle, au-del\u00e0 des \u00e9cueils normatifs.<\/p>

Nous d\u00e9veloppons ainsi le travail du clinicien dans les pas de ce que J. Mc Dougall nous a transmis, \u00e0 savoir \u00ab ouvrir le champ aux patients \u00e0 d\u2019autres cr\u00e9ations que les constructions pathologiques, symptomatiques et autres\u2026<\/em> \u00bb.<\/p>

Nadia ESSAADI<\/strong><\/span><\/p>

\u00a0<\/h3>

Pour aller plus loin<\/strong><\/span><\/h3>

AULAGNIER P., 1986, Un interpr\u00e8te en qu\u00eate de sens, \u00c9ditions Ramsay.<\/p>

MANNONI M., 1967, L \u2018enfant, sa \u00ab maladie \u00bb et les autres. Le sympt\u00f4me et la parole. \u00c9ditions du Seuil.<\/p>

MANNONI M., 1973, (co-auteurs\u00a0: BENHA\u00cfM S., LEFORT R.), \u00c9ducation impossible, \u00c9ditions du Seuil.<\/p>

MCDOUGALL J., 1989, Th\u00e9\u00e2tres du corps, le psychosoma en psychanalyse, Folio Essais, 2003.<\/p>

TUSTIN F., 1992, Autisme et protection, Seuil.<\/p>

WINNICOTT D-W., 1975, Jeu et r\u00e9alit\u00e9, Gallimard, 2005.<\/p>

[1]<\/a> BONNAFE L.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

\u00a0D\u2019une rencontre\u2026 \u00ab\u00a0La ma\u00eetresse a dit que je ne comprenais pas les choses \u00e0 l\u2019endroit\u00a0\u00bb, ou \u00ab\u00a0je fais trop de b\u00eatises\u00a0\u00bb, etc., sont autant de pr\u00e9cieuses cl\u00e9s que l\u2019enfant nous donne lorsque nous lui demandons s\u2019il sait pourquoi il vient nous voir. Les demandes d\u2019\u00e9valuation psychologique arrivent pr\u00e9cipitamment et, particuli\u00e8rement \u00e0 notre \u00e9poque, accompagn\u00e9es d\u2019une… Read More »QUID of the psychological assessment of the child, today.<\/span><\/a><\/p>","protected":false},"author":140706351,"featured_media":1307,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":70,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","_themeisle_gutenberg_block_has_review":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"{title}\n\n{excerpt}\n\n{url}","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"_wpas_customize_per_network":false,"jetpack_post_was_ever_published":false},"categories":[647054685,647054635],"tags":[647054686,647054687,22848],"class_list":["post-1249","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bilan-psychologique","category-processus-identitaires","tag-bilan","tag-enfant","tag-psychologie"],"yoast_head":"\nQUID du bilan psychologique de l'enfant, aujourd'hui. - Nuna Th\u00e9rapies & Conseil<\/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:\/\/nunatc.com\/en\/2019\/10\/05\/quid-du-bilan-psychologique-de-lenfant-aujourdhui\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"QUID du bilan psychologique de l'enfant, aujourd'hui. - Nuna Th\u00e9rapies & Conseil\" \/>\n<meta property=\"og:description\" content=\"\u00a0D\u2019une rencontre\u2026 \u00ab\u00a0La ma\u00eetresse a dit que je ne comprenais pas les choses \u00e0 l\u2019endroit\u00a0\u00bb, ou \u00ab\u00a0je fais trop de b\u00eatises\u00a0\u00bb, etc., sont autant de pr\u00e9cieuses cl\u00e9s que l\u2019enfant nous donne lorsque nous lui demandons s\u2019il sait pourquoi il vient nous voir. 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