Impact de la maltraitance sur le fonctionnement psychologique et le vécu corporel de l’enfant

Abstract

Objectives

The impact of maltreatment (physical, psychological or severe neglect) on the psychological, affective and cognitive functioning and body experience of children aged six to twelve years using projective media.

Methodology

A qualitative and partially quantitative and prospective study of the following variables: quality of life, emotional and psychopathological functioning, intellectual functioning, psychic functioning and body image. Investigation tools: Wisc-V, depression scale (MDI-C), quality of life self-assessment survey (AUQUEI), CAT, self-portrait, modeling of figurines in plasticine and semi-directive interview.

Population

Ten children aged six to twelve years, in care at Clairs-Vallons (a medical-psychological residential institution, Belgium).

Results

The maltreatment of a child has an impact on the probability of depression (higher than average), on anxiety, on intelligence quotient (more heterogeneous profiles), on self-esteem and on the defensive mechanisms of children. The primary defense mechanisms are to affect distancing, inhibition, cleavage and fragmentation. Disturbances of the body image are noted by the realization of fragmented, damaged and perforated bodies of the figurine models. The models are disproportioned, see-through, some parts of the body left unassembled or juxtaposed. The analysis of the data highlights separation anxieties linked to the disorganized/disoriented attachment style (difficulties in managing separation anxiety), insecurity or anxiety about a part of the body, a certain inability to elaborate a sufficiently organized psychic envelope, a tendency to flee and a hostility in the social relationship.

Conclusion

Abuse has a significant impact on the psychological development of children aged 6–12 years. The integration of the more physical aspects, in particular through the use of modeling, allows access to the traumatic bodily experience and to the (non)-integration of sensory, emotional and relational experiences of the child.