Neuropsychiatrie de l''Enfance et de l''Adolescence最新文献

{"title":"Passage de l’enfant handicapé à l’âge adulte, recommandations de l’Académie nationale de médecine","authors":"A. Yelnik (Professeur émérite, Membre correspondant de l’Académie nationale de médecine)","doi":"10.1016/j.neurenf.2025.06.005","DOIUrl":"10.1016/j.neurenf.2025.06.005","url":null,"abstract":"<div><div>Children, and their close entourage, growing up with severe disabilities will face a change in the medical and medico-social environment in adolescence, imposed simply because of a transition to the legal age of adulthood. These changes involve significant risks of disruption in care, as well as life and educational projects. The National Academy of Medicine, through its transdisciplinary medical perspective, wished to make its contribution, based on the local responses already provided, to promote good practice in the support of the transition of the disabled child to adulthood, for all situations of severe motor and associated or psychiatric disabilities, highlighting their common points. These recommendations have been drawn up for the attention of administrative and legal decision-makers and for professionals in the medical and medico-social sectors.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 237-238"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021080","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}

{"title":"The perinatal bereavement of a twin: Support from pregnancy until telling the surviving twin","authors":"J. Letot ,&nbsp;B. Bayle","doi":"10.1016/j.neurenf.2025.02.008","DOIUrl":"10.1016/j.neurenf.2025.02.008","url":null,"abstract":"<div><div>This article aims to provide practical recommendations of support during the perinatal bereavement<span><span> of a twin based on both clinical practice and scientific literature. This loss is experienced by the parents as a challenging moment, with a risk of developing mental disorders. It seems essential to give concrete elements of the accompaniment of the parents by health and mental health professionals. We discuss antenatal </span>bereavement, how to deal with the ambivalence felt by the parents (between the work of mourning for the deceased twin and the bonding to the surviving twin), the inclusion of the family and the partner in the work of bereavement, and practical implementations within the hospital. Training health professionals to intervene early will reduce the psychopathological risk in both the parents and the surviving twin.</span></div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 244-248"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021082","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}

{"title":"Observation psychiatrique des enfants avec des difficultés scolaires entre 1951 et 1963","authors":"H. Peyre","doi":"10.1016/j.neurenf.2025.02.005","DOIUrl":"10.1016/j.neurenf.2025.02.005","url":null,"abstract":"<div><div>The consultation files from the Centre d’hygiène éducative et de rééducation psychomotrice, preserved at the Archives de Paris, contain psychiatric observations of children with learning difficulties, primarily conducted by the center's director, Dr. Jean Dublineau. Our analysis focuses on 42 files of children aged 6 to 15 years, admitted between 1951 and 1963. These files provide valuable insights into the semiology, nosology, and etiology of psychiatric disorders in children during that period. The study of these psychiatric observations highlights the central importance given to physical signs and clinical information provided by psychometric tools, both reflecting a focus on scoring measurements. Regarding diagnoses, alongside the two main diagnostic axes (intellectual and character disorders), we observe the gradual emergence of diagnoses such as dysorthographia, dyslexia, and dysgraphia. In terms of etiology, Dr. Dublineau's approach primarily aligns with the hereditary theory; family histories of psychiatric and non-psychiatric disorders, syphilis, tuberculosis and alcoholism are systematically noted. Our study underscores the central role of numerical methods in the clinical practice of psychiatrists treating children with learning difficulties in the 1950s.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 6","pages":"Pages 314-321"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145134905","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}

{"title":"Impact d’interventions pédagogiques sur les performances des collégiens souffrant de difficultés d’apprentissages en langage écrit et mathématiques. Une étude contrôlée","authors":"Catherine Billard ,&nbsp;Sahawanatou Gassama ,&nbsp;Monique Touzin ,&nbsp;Anne Mirassou ,&nbsp;Arnold Munnich ,&nbsp;Jean-Christophe Thalabard","doi":"10.1016/j.neurenf.2025.02.003","DOIUrl":"10.1016/j.neurenf.2025.02.003","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Material and method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with Learning Difficulties in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French or math teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by Comparing differences in initial (T0), immediate post-intervention (T2), and delayed post-intervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among French intervention participants than among controls (<em>P</em> <!-->&lt;<!--> <!-->0.001). Math intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!-->&lt;<!--> <!-->0.0001 to <em>P</em> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 175-185"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254947","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}

{"title":"Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study","authors":"C. Billard ,&nbsp;S. Gassama ,&nbsp;M. Touzin ,&nbsp;A. Mirassou ,&nbsp;A. Munnich ,&nbsp;J.-C. Thalabard","doi":"10.1016/j.neurenf.2025.03.001","DOIUrl":"10.1016/j.neurenf.2025.03.001","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-<em>i</em> battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with learning difficulties (LDs) in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French (Fr) or math (Ma) teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by comparing differences in initial (T0), immediate postintervention (T2), and delayed postintervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group, deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among Fr intervention participants than among controls (<em>P</em> <!-->&lt;<!--> <!-->0.001). Ma intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!-->&lt;<!--> <!-->0.0001 to <em>P</em> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle-school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 186-195"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254948","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}

{"title":"La reconnaissance du haut potentiel intellectuel, quelles conséquences ? Une approche qualitative du point de vue des adolescents","authors":"E. Mazeaud ,&nbsp;M. Ludot ,&nbsp;J. Sibéoni ,&nbsp;R. Radjack ,&nbsp;M.R. Moro ,&nbsp;A. Harf","doi":"10.1016/j.neurenf.2025.03.006","DOIUrl":"10.1016/j.neurenf.2025.03.006","url":null,"abstract":"<div><div>There is no environment today in which we do not hear about HIP. Whether in healthcare, schools or the media, the subject of HIP is becoming a universal and societal issue. Through this study, we wanted to give a voice to those concerned in order to highlight, from an emotional point of view, the consequences of having received this designation on their development. Ten teenagers and young adults were interviewed using a semi-structured interview guide developed by the Maison de Solenn team, and their stories were analysed using a qualitative methodology. In this article, we focus on three main themes: the psychological assessment and its effects, post-appointment family reorganisation, and changes in the aftermath. Over and above the pros and cons and the many polemics surrounding the issue of HIP, this article takes a nuanced approach to all the issues and changes that the HIP designation can generate in a young person and his or her family. Derived from a constructivist perspective, the emergence of the HIP category also responds to a ‘need to believe’ and to the quest for ideals by adolescents and young adults in our society. Professionals must be able to interpret this category in terms of its complexity and nuances.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 196-204"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254954","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}

{"title":"Pathologies psychiatriques émergentes à l’adolescence : questionnement clinique et parcours de soin","authors":"L.-E. Dumas ,&nbsp;J. Lachal","doi":"10.1016/j.neurenf.2025.05.002","DOIUrl":"10.1016/j.neurenf.2025.05.002","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 173-174"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255060","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}

{"title":"La consommation de médicaments psychotropes chez les enfants et les adolescents autistes en France. Analyse des bases du Système national de données de santé sur la période 2010–2022","authors":"S. Ponnou ,&nbsp;X. Briffault ,&nbsp;B. Thomé ,&nbsp;V. Aragno ,&nbsp;B. Chamak","doi":"10.1016/j.neurenf.2025.02.006","DOIUrl":"10.1016/j.neurenf.2025.02.006","url":null,"abstract":"<div><h3>Context</h3><div>Questions regarding the use of psychotropic medications in children and adolescents with autism have drawn significant attention in the scientific literature and public debates at the international level. However, to date, no dedicated epidemiological data are available on this topic in the scientific literature or in information provided by health agencies or public authorities in France. This article aims to analyze data from the National Health Data System (SNDS) to describe trends in psychotropic medication use among children and adolescents with autism between 2010 and 2022, as well as the clinical, demographic, and social factors contributing to these prescriptions.</div></div><div><h3>Methods</h3><div>A systematic analysis was conducted on psychotropic medication use in autistic patients aged 0 to 17 years within the SNDS database (covering 99% of the population residing in France) from 2010 to 2022. The study focused on the following classes of medications: N05A antipsychotics, N05B anxiolytics, N05<!--> <!-->C hypnotics and sedatives, N06A antidepressants, N06B psychostimulants, N03 antiepileptics, and N04 antiparkinsonians.</div></div><div><h3>Results</h3><div>Analysis of the SNDS data revealed a high rate of psychotropic medication use among children and adolescents with autism: 36.8% in 2022, including 26.3% among 0–2-year-olds, 27.8% among 3–5-year-olds, 36.5% among 6–11-year-olds, and 41.7% among 12–17-year-olds. The use of psychotropic medications in autistic patients aged 0 to 17 years remained stable between 2010 (31.8%) and 2019 (31.6%) but increased from 2019 to 2022 (36.8%). However, disparities are observed across treatment subclasses: a decrease in antiepileptics (N03A) (7.5% in 2010 to 3.9% in 2022), antiparkinsonians (N04A) (2.2% in 2010 to 1.2% in 2022), antipsychotics (N05A) (18.6% in 2010 to 16.1% in 2022), and anxiolytics (N05B) (10.2% in 2010 to 8.3% in 2022); and an increase in hypnotics (N05C) (0.7% in 2010 to 15.4% in 2022), antidepressants (N06A) (2.5% in 2010 to 3.8% in 2022), and psychostimulants (N06B) (6.3% in 2010 to 11.9% in 2022). These prescription rates are accompanied by significant consumption volumes, with an average of 18 to 19 boxes per year per child and treatment durations exceeding 10 years. Polypharmacy is prevalent, and associated biological monitoring is insufficient. The social disadvantage rate within this population was 43.5% in 2022.</div></div><div><h3>Discussion</h3><div>The findings are discussed in light of international scientific consensus, recommendations from health agencies, and contemporary initiatives focusing on deprescription practices in autism care for children and adolescents. Further research is needed to explore the potential adverse effects of these medications, the clinical reasons for their prescriptions, and the most suitable therapeutic strategies for autistic children.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 205-216"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254955","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}

{"title":"Agenda","authors":"","doi":"10.1016/j.neurenf.2025.05.003","DOIUrl":"10.1016/j.neurenf.2025.05.003","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 234-236"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254945","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}

{"title":"","authors":"N. Rabain","doi":"10.1016/j.neurenf.2025.04.003","DOIUrl":"10.1016/j.neurenf.2025.04.003","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 232-233"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254944","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}