Pub Date : 2025-03-01Epub Date: 2025-01-31DOI: 10.1016/j.neurenf.2025.01.004
B. Plouvier, E. Bouteyre-Verdier
Objective
Few studies have been carried out in the field of pediatric palliative care concerning the experience of siblings, especially of twins. While some research has highlighted the impact of a child's disease and bereavement on his or her siblings, to our knowledge, no study became interested in the projection into the future of children and teenagers who have experienced the disease and bereavement of a twin.
Methods
Using the Person Picking an Apple from a Tree drawing (Gantt and Tabone, 1998) and a semi-directive interview, this study examined the way in which two teenagers aged twelve and seventeen who have experienced their twin's disease and lost, project themselves into the future.
Results
These teenagers’ projection into the future is marked by the experience of their double's disease and bereavement. Strong fears of disease transmission and death were identified, making them worried of their future and of becoming parents. The identity upheaval and the need to learn to live without the other were particularly noticed.
Discussion
Questioning the way in which bereavement is experienced before reaching adulthood, the collected data raise the question of how to support these bereaved twins (and, more broadly, siblings) in the face of growing questions about death.
Conclusions
This study confirms the need to give voice to these bereaved siblings and offer them appropriate therapeutic support.
目的在小儿姑息治疗领域，关于兄弟姐妹尤其是双胞胎的经验研究很少。虽然一些研究强调了儿童的疾病和丧亲之痛对他或她的兄弟姐妹的影响，但据我们所知，没有研究对经历过疾病和丧亲之痛的儿童和青少年对未来的预测感兴趣。方法采用《从树上摘苹果的人》（Gantt and Tabone, 1998）和半指导性访谈，本研究考察了两个分别为12岁和17岁的青少年，他们经历了双胞胎的疾病，并失去了他们，他们对未来的规划。结果这些青少年对未来的预测以双亲的疾病和丧亲经历为特征。对疾病传播和死亡的强烈恐惧使他们对自己的未来和成为父母感到担忧。身份的剧变和学会在没有他人的情况下生活的需要尤其引人注目。讨论：收集到的数据质疑了人们在成年前经历丧亲之痛的方式，并提出了一个问题：在面对越来越多的关于死亡的问题时，如何支持这些丧亲的双胞胎（以及更广泛地说，兄弟姐妹）。结论本研究证实了我们有必要为这些失去亲人的兄弟姐妹发声，并为他们提供适当的治疗支持。
{"title":"Exploration de la projection vers l’avenir de jumeaux ayant vécu la maladie et le deuil de leur double à l’aide du dessin d’une personne cueillant une pomme sur un arbre","authors":"B. Plouvier, E. Bouteyre-Verdier","doi":"10.1016/j.neurenf.2025.01.004","DOIUrl":"10.1016/j.neurenf.2025.01.004","url":null,"abstract":"<div><h3>Objective</h3><div>Few studies have been carried out in the field of pediatric palliative care concerning the experience of siblings, especially of twins. While some research has highlighted the impact of a child's disease and bereavement on his or her siblings, to our knowledge, no study became interested in the projection into the future of children and teenagers who have experienced the disease and bereavement of a twin.</div></div><div><h3>Methods</h3><div>Using the Person Picking an Apple from a Tree drawing (Gantt and Tabone, 1998) and a semi-directive interview, this study examined the way in which two teenagers aged twelve and seventeen who have experienced their twin's disease and lost, project themselves into the future.</div></div><div><h3>Results</h3><div>These teenagers’ projection into the future is marked by the experience of their double's disease and bereavement. Strong fears of disease transmission and death were identified, making them worried of their future and of becoming parents. The identity upheaval and the need to learn to live without the other were particularly noticed.</div></div><div><h3>Discussion</h3><div>Questioning the way in which bereavement is experienced before reaching adulthood, the collected data raise the question of how to support these bereaved twins (and, more broadly, siblings) in the face of growing questions about death.</div></div><div><h3>Conclusions</h3><div>This study confirms the need to give voice to these bereaved siblings and offer them appropriate therapeutic support.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 2","pages":"Pages 110-118"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2025-01-06DOI: 10.1016/j.neurenf.2024.11.006
A. Lafay , M.C. Helloin
Mathematical vocabulary predicts the development of mathematical skills. The aims were to evaluate the construct validity of four subtests assessing children's understanding of mathematical vocabulary and to provide developmental benchmarks of word acquisition. A group of 535 French children from preschool (4–5 years old) to the fifth grade completed from one to four tests of mathematical vocabulary comprehension from the Examath 5-8, Examath 8-15, and Exalang 8-11 tests. The results showed that preschoolers understood fewer mathematical words or expression than kindergarteners, who understood fewer mathematical words than first graders, and so on. Moreover, some words were already understood by the preschoolers (e.g.: first, add), while others were still being acquired by fifth graders (e.g.: as many) or not yet acquired (e.g.: dividend, product). These benchmarks on the acquisition of mathematical vocabulary in French-speaking schoolers, available for practitioners, will provide useful support for mathematical assessment and intervention in typically developing children and those at risk for difficulties.
{"title":"Développement de la compréhension du lexique mathématique de la MSM au CM2 à partir de quatre épreuves d’évaluation orthophonique","authors":"A. Lafay , M.C. Helloin","doi":"10.1016/j.neurenf.2024.11.006","DOIUrl":"10.1016/j.neurenf.2024.11.006","url":null,"abstract":"<div><div>Mathematical vocabulary predicts the development of mathematical skills. The aims were to evaluate the construct validity of four subtests assessing children's understanding of mathematical vocabulary and to provide developmental benchmarks of word acquisition. A group of 535 French children from preschool (4–5 years old) to the fifth grade completed from one to four tests of mathematical vocabulary comprehension from the Examath 5-8, Examath 8-15, and Exalang 8-11 tests. The results showed that preschoolers understood fewer mathematical words or expression than kindergarteners, who understood fewer mathematical words than first graders, and so on. Moreover, some words were already understood by the preschoolers (e.g.: first, add), while others were still being acquired by fifth graders (e.g.: as many) or not yet acquired (e.g.: dividend, product). These benchmarks on the acquisition of mathematical vocabulary in French-speaking schoolers, available for practitioners, will provide useful support for mathematical assessment and intervention in typically developing children and those at risk for difficulties.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 1-11"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143163460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2024-12-24DOI: 10.1016/j.neurenf.2024.11.005
M. Roques , D. Laimou , M. El Husseini , D. Drieu , A.-V. Mazoyer , S. Spiers , P.-J. Egler , E. Baranger
This research proposes to understand the experiences of 21 teenage victims of harassment with a preventative and therapeutic aim. After the persons involved in the research arrived at a consensus around the definition of harassment, we re-examined the psychological impact and harmful consequences of such violence. Using interpretive phenomenological analysis (IPA) as the approach to the qualitative analysis of the discourse that the research team used to understand the lived experience of harassment, we identified four sub-themes: - internalized violence; - harassment and the questioning of identity; - lack of support; - harassment as enabling possible changes. With these sub-themes in mind, the research group discussed harassment as exposing issues linked to adolescence, which also can be understood as including the inability to contemplate such issues (such as bodily transformations, puberty, relationships with others, etc.). At the end of our discussions we reflected and proposed various tools and approaches that could be used to “mobilize” (maybe stimulate?) symbolization capacity such as the theater of the oppressed or even of family groups.
{"title":"Étude qualitative du vécu du harcèlement par les adolescents victimes","authors":"M. Roques , D. Laimou , M. El Husseini , D. Drieu , A.-V. Mazoyer , S. Spiers , P.-J. Egler , E. Baranger","doi":"10.1016/j.neurenf.2024.11.005","DOIUrl":"10.1016/j.neurenf.2024.11.005","url":null,"abstract":"<div><div>This research proposes to understand the experiences of 21 teenage victims of harassment with a preventative and therapeutic aim. After the persons involved in the research arrived at a consensus around the definition of harassment, we re-examined the psychological impact and harmful consequences of such violence. Using interpretive phenomenological analysis (IPA) as the approach to the qualitative analysis of the discourse that the research team used to understand the lived experience of harassment, we identified four sub-themes: - internalized violence; - harassment and the questioning of identity; - lack of support; - harassment as enabling possible changes. With these sub-themes in mind, the research group discussed harassment as exposing issues linked to adolescence, which also can be understood as including the inability to contemplate such issues (such as bodily transformations, puberty, relationships with others, etc.). At the end of our discussions we reflected and proposed various tools and approaches that could be used to “mobilize” (maybe stimulate?) symbolization capacity such as the theater of the oppressed or even of family groups.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 36-43"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143163464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2024-11-09DOI: 10.1016/j.neurenf.2024.10.003
N. Proia-Lelouey , G. Desquesnes
Purpose
The sex trafficking of domestic minors remains a major problem despite the many laws designed to protect them. This risk has expanded to an unprecedented scale through the Internet and social networks. However, there are no reliable data on prevalence.
Methods
The authors carried out an umbrella review of the literature on the risk of sexual exploitation among young people by conducting a narrative analysis of the six most recent literature reviews.
Results
A strong congruence among sociodemographic, economic, and family factors was identified. The review was useful in highlighting the complexity of the process of recruitment and retention in prostitution, and in reflecting on protection strategies for young people.
Discussion
There is a debate about whether girls are at greater risk than boys, but all authors agree that the age group most at risk is young people aged 12 to 14. However, no author links this to their adolescence, or considers the impact of this phase of development on the potential risk behaviors of these young people. The main finding of contemporary studies is the negative involvement of intermediary institutions such as schools and welfare services. However, these authors did not use these data in their recommendations. This should be a priority in future prevention programs.
{"title":"Risk factors for sex trafficking of domestic minors: An umbrella review of recent international literature","authors":"N. Proia-Lelouey , G. Desquesnes","doi":"10.1016/j.neurenf.2024.10.003","DOIUrl":"10.1016/j.neurenf.2024.10.003","url":null,"abstract":"<div><h3>Purpose</h3><div>The sex trafficking of domestic minors remains a major problem despite the many laws designed to protect them. This risk has expanded to an unprecedented scale through the Internet and social networks. However, there are no reliable data on prevalence.</div></div><div><h3>Methods</h3><div>The authors carried out an umbrella review of the literature on the risk of sexual exploitation among young people by conducting a narrative analysis of the six most recent literature reviews.</div></div><div><h3>Results</h3><div>A strong congruence among sociodemographic, economic, and family factors was identified. The review was useful in highlighting the complexity of the process of recruitment and retention in prostitution, and in reflecting on protection strategies for young people.</div></div><div><h3>Discussion</h3><div>There is a debate about whether girls are at greater risk than boys, but all authors agree that the age group most at risk is young people aged 12 to 14. However, no author links this to their adolescence, or considers the impact of this phase of development on the potential risk behaviors of these young people. The main finding of contemporary studies is the negative involvement of intermediary institutions such as schools and welfare services. However, these authors did not use these data in their recommendations. This should be a priority in future prevention programs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 29-35"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143163463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2025-01-25DOI: 10.1016/j.neurenf.2025.01.002
{"title":"Agenda Neuado – 2025","authors":"","doi":"10.1016/j.neurenf.2025.01.002","DOIUrl":"10.1016/j.neurenf.2025.01.002","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 53-55"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143163593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2024-12-21DOI: 10.1016/j.neurenf.2024.11.008
S.-E. Saadi
<div><h3>Objectives</h3><div>Executive functions are essential cognitive abilities that help children adapt to the school environment, thus facilitating their academic success. This study used a correlational approach to examine the relationship between executive functions and academic performance in school-aged children in Tunisia. The focus was on understanding how different components of executive functions, such as working memory (WM), mental flexibility, and inhibition, relate to achievement in core subjects including language-related subjects, mathematics, and sciences.</div></div><div><h3>Patients and methods</h3><div>A sample of 180 children, aged 7 to 12 years old, was assessed using the Behavioral Rating Inventory of Executive Function (BRIEF) which was filled out by both parents and teachers. The BRIEF is a well-established tool for evaluating executive functions in children and provides a comprehensive view of their behavior in different settings.</div></div><div><h3>Results</h3><div>The analysis showed strong correlations between working memory (WM) and performance in language arts and mathematics, as reported by teachers. Correlations were weaker for mental flexibility and inhibition in language arts and moderate for mathematics. Parent evaluations revealed generally weaker correlations in language arts, though moderate correlations were found for mathematics. No significant correlation was identified for science across all executive functions assessed in both types of evaluations. Additionally, other executive functions, such as planning/organization, showed strong correlations with language arts and mathematics in teacher evaluations and moderate correlations in parent evaluations. Inhibitory control displayed strong correlations with language arts and mathematics according to teachers but more moderate correlations in parent evaluations.</div></div><div><h3>Discussion</h3><div>The results revealed notable variability between teacher and parent assessments. Teachers reported stronger correlations between executive functions and academic performance. The lack of significant correlations for science in both evaluations contrasts with conclusions typically reported in the literature. These discrepancies may be explained by the use of different assessment tools in various studies, cultural factors, or specific characteristics of science instruction in Tunisia within the context of this sample.</div></div><div><h3>Conclusion</h3><div>Executive functions play a key role in primary school students’ academic success. Understanding their link to academic performance would help identify students in need of additional support and facilitate the implementation of targeted remediation programs. Future research should consider factors that influence the assessment of these functions. Furthermore, exploring the relationship between executive functions and academic achievement through predictive models would represent a promising avenue to analyz
{"title":"Les fonctions exécutives et leur influence sur les performances académiques chez les enfants d’âge scolaire en Tunisie","authors":"S.-E. Saadi","doi":"10.1016/j.neurenf.2024.11.008","DOIUrl":"10.1016/j.neurenf.2024.11.008","url":null,"abstract":"<div><h3>Objectives</h3><div>Executive functions are essential cognitive abilities that help children adapt to the school environment, thus facilitating their academic success. This study used a correlational approach to examine the relationship between executive functions and academic performance in school-aged children in Tunisia. The focus was on understanding how different components of executive functions, such as working memory (WM), mental flexibility, and inhibition, relate to achievement in core subjects including language-related subjects, mathematics, and sciences.</div></div><div><h3>Patients and methods</h3><div>A sample of 180 children, aged 7 to 12 years old, was assessed using the Behavioral Rating Inventory of Executive Function (BRIEF) which was filled out by both parents and teachers. The BRIEF is a well-established tool for evaluating executive functions in children and provides a comprehensive view of their behavior in different settings.</div></div><div><h3>Results</h3><div>The analysis showed strong correlations between working memory (WM) and performance in language arts and mathematics, as reported by teachers. Correlations were weaker for mental flexibility and inhibition in language arts and moderate for mathematics. Parent evaluations revealed generally weaker correlations in language arts, though moderate correlations were found for mathematics. No significant correlation was identified for science across all executive functions assessed in both types of evaluations. Additionally, other executive functions, such as planning/organization, showed strong correlations with language arts and mathematics in teacher evaluations and moderate correlations in parent evaluations. Inhibitory control displayed strong correlations with language arts and mathematics according to teachers but more moderate correlations in parent evaluations.</div></div><div><h3>Discussion</h3><div>The results revealed notable variability between teacher and parent assessments. Teachers reported stronger correlations between executive functions and academic performance. The lack of significant correlations for science in both evaluations contrasts with conclusions typically reported in the literature. These discrepancies may be explained by the use of different assessment tools in various studies, cultural factors, or specific characteristics of science instruction in Tunisia within the context of this sample.</div></div><div><h3>Conclusion</h3><div>Executive functions play a key role in primary school students’ academic success. Understanding their link to academic performance would help identify students in need of additional support and facilitate the implementation of targeted remediation programs. Future research should consider factors that influence the assessment of these functions. Furthermore, exploring the relationship between executive functions and academic achievement through predictive models would represent a promising avenue to analyz","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 12-17"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143163461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2024-11-13DOI: 10.1016/j.neurenf.2024.10.002
C. Mille, M. Braun, O. Yendjadj
<div><div>Remembering, again and again, to solve the enigma of a symptomatic expression related to a burrowed suffering, such is the response of a more or less zealous neurotic patient to his or her psychoanalyst's implicit expectations. The stream of screen memories is churned out in a transference field of attraction and renders the suitable material to develop successive drafts of a “explanatory biography”. Traumatic memories which are the most present in the patient's memory often get their affective and emotional charge from an afterwardsness effect and invite one to pursue research in other regredient ways towards an older past. It is evident though that the therapist is not able to reach “pure memories”, and that in the course of time only “pivotal” memories show up around which fantasies spin and strengthen. Yet we know about Freud's persistence, even after he gave up on his “Neurotica” in “searching for the source of the Nile”, that is to say having access to the oldest memories, and how he hung onto his first conception according to which fantasies would only emerge from a previous experience. The constructions from the psychoanalyst, put together based on his theoretical bedrock, have thus the function of filling in the gaps of memory and in favourable cases allow the patient's associations to be revitalised and help the emergence of even more concealed memories. They are also supposed to be plausible hypotheses for the reconstruction of traces from a non-memorable past. Memories also contribute to forge a sense of identity and come within the scope of everyone's “identificatory compromise”. Consequently, the therapist's role could consist of supporting the work of the “I, historian” his patient is trying to make, taking into account the narratives from his kin, the noteworthy moments in the course of his life, and the way he cares about his self-image. It comes down to the therapist to help the patient with splitting off from the official versions which summon him to an incontestable place in the generations succession or in the family dynamics. In this perspective, the psychotherapeutic work aims to give value to the memories that might lead to new prospects but may encounter difficult obstacles to overcome. A child in psychotherapy is barely preoccupied by remembering the past, which does not prevent him from being sensitive to the fact that his therapist might make references to material from former sessions or remind him what was going on at the moment they met. A teenager's position is fundamentally different: he might not tolerate being relegated to the persistent role of the infantile when he is trying to be acknowledged in his teenage identity. He can, however, rediscover the pleasure of telling, portraying himself as the therapist suggests wordings and rewordings. Naturally, each case appears to be different from one teenager to another, depending on the underlying psychopathological organisation of their personality. Some of
{"title":"Construire, déconstruire, reconstruire les souvenirs : l’inlassable tâche du patient en psychothérapie, l’indéfectible engagement du thérapeute ? À propos de quelques particularités dans l’accompagnement psychothérapique des enfants et des adolescents","authors":"C. Mille, M. Braun, O. Yendjadj","doi":"10.1016/j.neurenf.2024.10.002","DOIUrl":"10.1016/j.neurenf.2024.10.002","url":null,"abstract":"<div><div>Remembering, again and again, to solve the enigma of a symptomatic expression related to a burrowed suffering, such is the response of a more or less zealous neurotic patient to his or her psychoanalyst's implicit expectations. The stream of screen memories is churned out in a transference field of attraction and renders the suitable material to develop successive drafts of a “explanatory biography”. Traumatic memories which are the most present in the patient's memory often get their affective and emotional charge from an afterwardsness effect and invite one to pursue research in other regredient ways towards an older past. It is evident though that the therapist is not able to reach “pure memories”, and that in the course of time only “pivotal” memories show up around which fantasies spin and strengthen. Yet we know about Freud's persistence, even after he gave up on his “Neurotica” in “searching for the source of the Nile”, that is to say having access to the oldest memories, and how he hung onto his first conception according to which fantasies would only emerge from a previous experience. The constructions from the psychoanalyst, put together based on his theoretical bedrock, have thus the function of filling in the gaps of memory and in favourable cases allow the patient's associations to be revitalised and help the emergence of even more concealed memories. They are also supposed to be plausible hypotheses for the reconstruction of traces from a non-memorable past. Memories also contribute to forge a sense of identity and come within the scope of everyone's “identificatory compromise”. Consequently, the therapist's role could consist of supporting the work of the “I, historian” his patient is trying to make, taking into account the narratives from his kin, the noteworthy moments in the course of his life, and the way he cares about his self-image. It comes down to the therapist to help the patient with splitting off from the official versions which summon him to an incontestable place in the generations succession or in the family dynamics. In this perspective, the psychotherapeutic work aims to give value to the memories that might lead to new prospects but may encounter difficult obstacles to overcome. A child in psychotherapy is barely preoccupied by remembering the past, which does not prevent him from being sensitive to the fact that his therapist might make references to material from former sessions or remind him what was going on at the moment they met. A teenager's position is fundamentally different: he might not tolerate being relegated to the persistent role of the infantile when he is trying to be acknowledged in his teenage identity. He can, however, rediscover the pleasure of telling, portraying himself as the therapist suggests wordings and rewordings. Naturally, each case appears to be different from one teenager to another, depending on the underlying psychopathological organisation of their personality. Some of","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 18-28"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143163462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01Epub Date: 2024-11-20DOI: 10.1016/j.neurenf.2024.11.002
S. Chergui , P. Fourneret , P. Espi , C. Gauld
Objectives
Dissociation is a major phenomenon in child and adolescent psychiatry. It involves an involuntary disruption in the adequate integration of psychological functions, related to various neuropsychological mechanisms. This study aims to examine the relationships between dissociation, emotion regulation, and alexithymia in adolescents.
Patients and methods
. Forty-eight hospitalized adolescents (aged 12–16) were recruited from February 2022 to October 2023. They completed the Dissociative Experience Scale (DES), the Difficulties in Emotion Regulation Scale (DERS), and the Toronto Alexithymia Scale (TAS-20). A series of multiple regressions and Structural Equation Modeling (SEM) were conducted to analyze the relationships among these variables.
Results
The findings revealed a significant association between dissociation (DES) and alexithymia (TAS) (β = 1.45, P = 0.002), as well as between dissociation and difficulties in emotion regulation (DERS) (β = 0.98, P = 0.018). The SEM indicated that while the total effect of alexithymia on dissociation was significant (P < 0.001), the specific mediating effect of emotion regulation was not statistically significant (P = 0.29).
Discussion
These results highlight the importance of alexithymia in the dissociative experience of adolescents, independent of emotion regulation difficulties. The absence of a mediating effect of DERS suggests that dissociation and alexithymia may be directly related without the involvement of emotion regulation.
Conclusions
This study opens avenues for therapeutic interventions targeting alexithymia to alleviate dissociative symptoms.
目的分离是儿童和青少年精神病学的一个重要现象。它涉及与各种神经心理机制有关的心理功能的充分整合的不自主中断。本研究旨在探讨青少年解离、情绪调节与述情障碍之间的关系。患者和方法。从2022年2月至2023年10月招募了48名住院青少年（12-16岁）。他们分别完成了解离体验量表（DES）、情绪调节困难量表（DERS）和多伦多述情障碍量表（TAS-20）。通过一系列多元回归和结构方程模型（SEM）分析了这些变量之间的关系。结果分离与述情障碍（TAS） （β = 1.45, P = 0.002）、情绪调节困难（DERS） （β = 0.98, P = 0.018）存在显著相关性。扫描电镜显示，虽然述情障碍对解离的总体影响显著(P <；0.001)，情绪调节的特定中介作用无统计学意义（P = 0.29）。这些结果强调述情障碍在青少年分离体验中的重要性，独立于情绪调节困难。无DERS的中介作用提示解离和述情障碍可能在没有情绪调节参与的情况下直接相关。结论本研究为缓解述情障碍解离症状的治疗干预开辟了途径。
{"title":"Régulation émotionnelle, alexithymie et dissociation chez les adolescents hospitalisés : un modèle de médiation par équation structurelle","authors":"S. Chergui , P. Fourneret , P. Espi , C. Gauld","doi":"10.1016/j.neurenf.2024.11.002","DOIUrl":"10.1016/j.neurenf.2024.11.002","url":null,"abstract":"<div><h3>Objectives</h3><div>Dissociation is a major phenomenon in child and adolescent psychiatry. It involves an involuntary disruption in the adequate integration of psychological functions, related to various neuropsychological mechanisms. This study aims to examine the relationships between dissociation, emotion regulation, and alexithymia in adolescents.</div></div><div><h3>Patients and methods</h3><div>. Forty-eight hospitalized adolescents (aged 12–16) were recruited from February 2022 to October 2023. They completed the Dissociative Experience Scale (DES), the Difficulties in Emotion Regulation Scale (DERS), and the Toronto Alexithymia Scale (TAS-20). A series of multiple regressions and Structural Equation Modeling (SEM) were conducted to analyze the relationships among these variables.</div></div><div><h3>Results</h3><div>The findings revealed a significant association between dissociation (DES) and alexithymia (TAS) (β<!--> <!-->=<!--> <!-->1.45, <em>P</em> <!-->=<!--> <!-->0.002), as well as between dissociation and difficulties in emotion regulation (DERS) (β<!--> <!-->=<!--> <!-->0.98, <em>P</em> <!-->=<!--> <!-->0.018). The SEM indicated that while the total effect of alexithymia on dissociation was significant (<em>P</em> <!--><<!--> <!-->0.001), the specific mediating effect of emotion regulation was not statistically significant (<em>P</em> <!-->=<!--> <!-->0.29).</div></div><div><h3>Discussion</h3><div>These results highlight the importance of alexithymia in the dissociative experience of adolescents, independent of emotion regulation difficulties. The absence of a mediating effect of DERS suggests that dissociation and alexithymia may be directly related without the involvement of emotion regulation.</div></div><div><h3>Conclusions</h3><div>This study opens avenues for therapeutic interventions targeting alexithymia to alleviate dissociative symptoms.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 1","pages":"Pages 44-52"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2024-09-28DOI: 10.1016/j.neurenf.2024.09.001
J. Destiné, S. Chartier, A. Blavier
The aim of this article is to evaluate the effectiveness of the Palo Alto systemic and strategic method for intervening in situations of bullying. To assess the effectiveness of this method, we decided to take a comparison group including interventions regularly mobilised by schools and their support networks. We collected testimonies from twelve pupils aged between 9 and 22 who had been bullied at school (M = 12.58, SD = 3.53). This small sample is representative of the difficulty of accessing this population and the small number of trained professionals in the field. To be able to compare and evaluate the effectiveness of the intervention methods, two interviews were conducted with the student victim: a pre-test when the professional had yet to do anything to improve the student's situation, and a post-test three months after the end of the professional's intervention. We have used a complementary mixed methodology in which the qualitative results are intended to support the quantitative results. However, given our small sample, the quantitative analyses should be considered purely exploratory and descriptive. These analyses enabled us to statistically measure the effectiveness of the interventions using four concepts: feelings of victimisation, self-esteem, acceptance by peers, and degree of suffering. Our research showed that the Palo Alto systemic and strategic method was effective in stopping bullying in five out of six situations. In the sixth situation, the bullying decreased but did not stop completely. Our results showed that the Palo Alto systemic and strategic method had a significant effect on reducing perceived suffering, increasing acceptance of the young person by peers, and reducing feelings of victimisation compared with other methods regularly used by schools and their support networks. Regarding self-esteem, our data showed a significant increase for pupils benefiting from the other types of methods compared with pupils who received support using the Palo Alto systemic and strategic method. The aim of this article is not to provide data that can be generalised to the population as a whole. Nevertheless, we believe that this research will contribute to knowledge of this innovative approach and provide food for thought for future research on the subject.
{"title":"Évaluation de l’efficacité de la méthode systémique et stratégique de Palo Alto pour intervenir dans les situations de harcèlement scolaire : analyse de cas","authors":"J. Destiné, S. Chartier, A. Blavier","doi":"10.1016/j.neurenf.2024.09.001","DOIUrl":"10.1016/j.neurenf.2024.09.001","url":null,"abstract":"<div><div>The aim of this article is to evaluate the effectiveness of the Palo Alto systemic and strategic method for intervening in situations of bullying. To assess the effectiveness of this method, we decided to take a comparison group including interventions regularly mobilised by schools and their support networks. We collected testimonies from twelve pupils aged between 9 and 22 who had been bullied at school (M<!--> <!-->=<!--> <!-->12.58, SD<!--> <!-->=<!--> <!-->3.53). This small sample is representative of the difficulty of accessing this population and the small number of trained professionals in the field. To be able to compare and evaluate the effectiveness of the intervention methods, two interviews were conducted with the student victim: a pre-test when the professional had yet to do anything to improve the student's situation, and a post-test three months after the end of the professional's intervention. We have used a complementary mixed methodology in which the qualitative results are intended to support the quantitative results. However, given our small sample, the quantitative analyses should be considered purely exploratory and descriptive. These analyses enabled us to statistically measure the effectiveness of the interventions using four concepts: feelings of victimisation, self-esteem, acceptance by peers, and degree of suffering. Our research showed that the Palo Alto systemic and strategic method was effective in stopping bullying in five out of six situations. In the sixth situation, the bullying decreased but did not stop completely. Our results showed that the Palo Alto systemic and strategic method had a significant effect on reducing perceived suffering, increasing acceptance of the young person by peers, and reducing feelings of victimisation compared with other methods regularly used by schools and their support networks. Regarding self-esteem, our data showed a significant increase for pupils benefiting from the other types of methods compared with pupils who received support using the Palo Alto systemic and strategic method. The aim of this article is not to provide data that can be generalised to the population as a whole. Nevertheless, we believe that this research will contribute to knowledge of this innovative approach and provide food for thought for future research on the subject.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 8","pages":"Pages 389-396"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2024-07-29DOI: 10.1016/j.neurenf.2024.06.001
S. Cohen , M. Blay , M. Speranza
The Good Psychiatric Management for Adolescents (GPM-A) is a generalist model of structured care for adolescents with borderline personality disorder. It is based on principles derived from several psychotherapies validated in the treatment of borderline personality disorder and on current good practice data. Borderline personality disorder is conceptualised as the result of a particular sensitivity to relationships (defined with the term interpersonal hypersensitivity). The GPM-A offers clinicians a pragmatic approach based on good practice in the care of adolescents with borderline personality disorder. Developed in the United States, it is currently being disseminated in the French-speaking world. This article provides a summary of the main components of the model and a discussion of the benefits expected from its implementation among French-speaking clinicians.
{"title":"Le « Good Psychiatric Management-Adolescents » (GPM-A) : un modèle généraliste et accessible de traitement du trouble de la personnalité borderline chez l’adolescent","authors":"S. Cohen , M. Blay , M. Speranza","doi":"10.1016/j.neurenf.2024.06.001","DOIUrl":"10.1016/j.neurenf.2024.06.001","url":null,"abstract":"<div><div>The Good Psychiatric Management for Adolescents (GPM-A) is a generalist model of structured care for adolescents with borderline personality disorder. It is based on principles derived from several psychotherapies validated in the treatment of borderline personality disorder and on current good practice data. Borderline personality disorder is conceptualised as the result of a particular sensitivity to relationships (defined with the term interpersonal hypersensitivity). The GPM-A offers clinicians a pragmatic approach based on good practice in the care of adolescents with borderline personality disorder. Developed in the United States, it is currently being disseminated in the French-speaking world. This article provides a summary of the main components of the model and a discussion of the benefits expected from its implementation among French-speaking clinicians.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 8","pages":"Pages 357-367"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号