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

{"title":"Comment concevoir une architecture adaptée aux besoins des personnes avec un trouble du spectre de l’autisme et des comportements défis ?","authors":"M. Giannitelli,&nbsp;C. Cravero,&nbsp;D. Cohen,&nbsp;M. Karima,&nbsp;J. Lefèvre-Utile","doi":"10.1016/j.neurenf.2024.07.006","DOIUrl":"10.1016/j.neurenf.2024.07.006","url":null,"abstract":"<div><h3>Context</h3><div>The interaction between individuals with autism spectrum disorders (ASD) and their environment can result in numerous physical, cognitive and behavioral challenges. Evidence-based design is a means to examine the relationship between design and care and use it to achieve a positive impact on patients’ health and well-being.</div></div><div><h3>Method</h3><div>A literature review was conducted in a multidisciplinary manner (clinicians and architects) and complemented by ethnographic doctoral research focused on people with ASD, ID, and challenging behaviours.</div></div><div><h3>Results</h3><div>We found 22 articles including 11 original research but only five specifically on individuals with ASD and challenging behaviours. Behavioural disorders or challenging behaviours are mainly influenced by the restrictive dimension of the environment and its sensory characteristics. To take into account the specific needs of people with ASD, interior architecture must distinguish five aspects: (1) interaction-contact between the person with ASD and his or her living space; (2) the intelligibility of the living space (e.g. predictability and routine of daily life); (3) the possibility of modulation between the need and/or avoidance of social interaction in the living space; (4) the balance between well-being and safety; (5) sensory difficulties and adapted facilities (e.g. retreat areas or sensory rooms, acoustics, lighting, temperature).</div></div><div><h3>Discussion</h3><div>Architecture, as a discipline, uses best design practices to create individualized environments, engaging spaces that fit the specific needs of individuals with autism, helping them to deal with their environment, and encouraging their independence in the hope of preventing the emergence of some severe behavioral disorders and improving the individual's quality of life. More research should be conducted on this topic.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 263-271"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422313","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":"Eco-anxiété : la maladie d’une génération","authors":"J.-M. Baleyte (Professeur de pédopsychiatrie)","doi":"10.1016/j.neurenf.2024.09.003","DOIUrl":"10.1016/j.neurenf.2024.09.003","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 251-252"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422409","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/S0222-9617(24)00150-8","DOIUrl":"10.1016/S0222-9617(24)00150-8","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 301-303"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422298","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 triple temporalité du transfert dans la médiation thérapeutique par le jeu de rôle","authors":"","doi":"10.1016/j.neurenf.2024.05.003","DOIUrl":"10.1016/j.neurenf.2024.05.003","url":null,"abstract":"<div><h3>Objectives</h3><div>Following on from our research into mediation through role-playing games, we are investigating the ways in which transference is expressed given the characteristics of this medium which combines game activity and collective narrations. From this perspective, we hypothesize that it mobilises a specific form of transference at the origin of particular therapeutic movements.</div></div><div><h3>Patients and method</h3><div>We met with two groups of adolescents (7 adolescents altogether) in a therapeutic mediation through role-playing games, conducted by a psychologist and an educator in an adapted educational institution. We proposed a grid for identifying transference movements, making it possible to characterize the nature of these movements and to differentiate their scene of emergence between group and narrative. We studied the transcripts of all the workshop sessions to highlight the emerging processes and their evolution.</div></div><div><h3>Results</h3><div>Our results showed that the transference was initially generalised and marked by massive tendencies to express aggression, denial or rejection of the other and the group. Over time, the mode of relationship to the object seemed to evolve, drawing on the transference enabled by the psychologist and the educator and by the link between relationships at the actual and narrative levels.</div></div><div><h3>Discussion</h3><div>The role-playing game reveals itself as a place of projection of the relational dynamics and representations of the relationships. The medium then reveals the pitfall in the creation of a bond and the recognition of the object's place, and the underlying anxieties. However, it also becomes a transformer of relationships because it allows the emergence of a transference that is first diffracted in the narrative envelope, which secondly authorizes a movement of recovery and a relief of group relationships.</div></div><div><h3>Conclusion</h3><div>The role-playing game offers spaces for projection that takes account of the suffering linked to the situation of encounter within the group. It is also a place where relational dynamics can unfold, protected from the destructiveness of acting through the prism of narrative and a three-stage transfer that contributes to the process of historicization.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 282-289"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141394457","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}

{"title":"Dynamics of scientific research on mirror neurons","authors":"","doi":"10.1016/j.neurenf.2024.05.005","DOIUrl":"10.1016/j.neurenf.2024.05.005","url":null,"abstract":"<div><div>For more than thirty years, a huge stream of research has enlightened the functions of Mirror Neurons (MNs) in humans and animals. Criticisms have been published, especially since 2010, targeting neuropsychological hypotheses of the MNs which refer to empathy and mind-reading (i.e., high-level processes of action understanding), as well as the extrapolation of the MNs in an attempt to explain the etiology of psychiatric disorders, such as Autism Spectrum Disorder (ASD) and schizophrenia. One would expect that these criticisms be considered with a time lag in the field of psychiatry because they were not originally formulated in that field, that these hypotheses have gained significant popularity, and that criticism of the “broken mirror theory” of ASD emerged at a later stage. We conducted an analysis of publications on MNs on PubMed. We identified 2,595 publications on “Mirror Neuron” from January 1995 until the 27th of May 2023; 443 concerned psychiatric disorders and another 550 publications were related to high-level processes of action understanding. We found no time lag in publications on high-level processes of action understanding of MNs between the peaks of publications on psychiatric disorders and all the other publications (both peaks in June 2014). Our findings indicate effective knowledge dissemination between psychiatric research and other research fields.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 253-256"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141398948","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":"Revue critique de la littérature sur l’efficacité des interventions en Eye Movement Desensitization and Reprocessing (EMDR) chez l’enfant et l’adolescent","authors":"X. Benarous ,&nbsp;G. Douieb Gallula ,&nbsp;A. Malliart ,&nbsp;J. Lavaud ,&nbsp;B. Saudreau ,&nbsp;G. Vila","doi":"10.1016/j.neurenf.2024.06.003","DOIUrl":"10.1016/j.neurenf.2024.06.003","url":null,"abstract":"<div><h3>Objectives</h3><div>Over three decades, EMDR therapy became a gold standard treatment for post-traumatic stress disorder in adults. While a pediatric adaptation of EMDR therapy has been developed and disseminated in specialized trauma centers, its place in the management of psychotrauma in children and adolescents remains unclear.</div></div><div><h3>Patients and method</h3><div>A literature search was conducted using PubMed and Cochrane databases to identify controlled trials evaluating the benefit of EMDR therapy in subjects under 18 years of age.</div></div><div><h3>Results</h3><div>Fourteen studies were found (non-randomized <em>k</em> <!-->=<!--> <!-->3, randomized <em>k</em> <!-->=<!--> <!-->11) in which EMDR therapy was consistently more effective for trauma-related symptoms in children and adolescents compared to no intervention (waiting list) or non-specific interventions. None of the studies comparing EMDR to psychotrauma-focused psychotherapy (CBT-trauma-focused or writing-based) showed a significant difference on the primary outcomes. Two meta-analyses reported a medium effect size, <em>d</em> <!-->=<!--> <!-->0.49–0.66, i.e., in the same range as other psycho-trauma focused psychotherapies.</div></div><div><h3>Discussion</h3><div>Although encouraging, one may regret the lack of studies evaluating the benefit EMDR therapy for youths with more complex trauma-related disorders (e.g., chronic form, association with suicidal behaviors, and/or developmental disabilities).</div></div><div><h3>Conclusion</h3><div>Further research would help to assess the benefit of EMDR therapy in children and adolescents, not only in terms of efficacy but also in terms of acceptability and effectiveness compared to other interventions.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 290-299"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141701805","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":"EPPOC (Écrans en pédopsychiatrie en Occitanie au temps du COVID) : enquête en juillet 2020 sur l’utilisation des écrans chez les enfants suivis en pédopsychiatrie en Occitanie avant et pendant confinement (17 mars au 11 mai) : résultats du volet adolescents","authors":"E.A. Mimoun ,&nbsp;S. Dejean ,&nbsp;M. de Chivré ,&nbsp;A. Salis ,&nbsp;F. Callens ,&nbsp;S. Chouiba ,&nbsp;T. Inizan ,&nbsp;C.S. Decauville ,&nbsp;C. Gauthier-Lafaye","doi":"10.1016/j.neurenf.2024.07.005","DOIUrl":"10.1016/j.neurenf.2024.07.005","url":null,"abstract":"<div><h3>Introduction</h3><div>The adolescent part of the EPPOC survey (flash survey in July 2020 in outpatient and hospital child psychiatry state departments in Occitania) documents the point of view of adolescents followed in pedopsychiatric settings on their screen use, and the impact of the first lockdown (March to May 2020) on this variable.</div></div><div><h3>Results</h3><div>Eighty-four adolescents answered (mean age 14.05, 42 boys). Their answers were fractioned into two age groups (58.3% in middle school, and 41.7% in high school). In total, 90.5% of adolescents are equipped with mobile phones and 88.1% with 3 to 5 types of screens. Half of them (55.7%) have a screen in their bedroom. Intensive use (&gt; 4<!--> <!-->h/day) affects 32.5% of them on weekdays, 51.8% on weekends, and during lockdown (DL), these figures increase to 65.1% in both weekdays and weekends. Before lockdown (BL), three quarters of the adolescents use their devices in the afternoon or in the evening, while they use them more in the morning and before going to sleep DL. Using their devices, they mainly watch videos or listen to music (91.2% of high school students). Social networks mainly regards high school students (79.4 vs. 45.8% of middle school students). A quarter of the adolescents acknowledge the negative effects of screens on sleep and mood, and their positive effects on social relationships. About a third (27.7%) declare having been exposed to shocking content. 62.2% think they control the time they spend on their screens (47.5% DL), and 60.7% think that their parents do not set any screen time limitation. What seems to determine excessive screen use is the possession of a greater number of screens, the presence of screens in the bedroom and the lack of parental limitation. The statistic association profiles that seem to stand out from the multivariate analysis are “use of social networks/girl/<!--> <!-->&gt;<!--> <!-->8<!--> <!-->hours of use per day/high school” and “no social networks/<!--> <!-->&lt;<!--> <!-->1<!--> <!-->hour/boy/college”.</div></div><div><h3>Discussion</h3><div>In the main trends, screen equipment and screen use in our adolescent population are comparable to national and international results. However, the heterogeneity of conceptual frameworks and investigation methods does not allow thorough comparative reasoning. Only the 4<!--> <!-->hours screen use per day cut off to define “intensive use” seems to achieve consensus today, due to the harmful effects observed on physical and psychological health parameters on young populations. Data on screen use among children with various diagnoses (ADHD, ASD, depression, etc.) emerge in the international literature, and would usefully lay the foundations of a future qualitative study.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Pages 272-281"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422296","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}

{"title":"","authors":"M. Robert","doi":"10.1016/j.neurenf.2024.07.007","DOIUrl":"10.1016/j.neurenf.2024.07.007","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 6","pages":"Page 300"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422297","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":"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,&nbsp;S. Chartier,&nbsp;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":"2024-09-28","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}

{"title":"Le « non » de Rousseau et du thérapeute dans la petite enfance. Une étude de cas","authors":"A. Ladois - Do Pilar Rei ,&nbsp;S. Miravete","doi":"10.1016/j.neurenf.2024.08.001","DOIUrl":"10.1016/j.neurenf.2024.08.001","url":null,"abstract":"<div><div>The question of limits and their absence in children increasingly challenges professionals across various fields of intervention, including health, early childhood, and education. These poorly limited children present a variety of symptoms that hinder their development and whose causes and meanings need to be explored. After a theoretical detour into Roger Misès’ childhood borderline pathologies and the role of the “no” in the education of young children according to Jean-Jacques Rousseau, we will illustrate this issue with the clinical vignette of a 4-year-old child seen in consultation at a medical-psychological center. Our psychodynamically-oriented clinical reading will show how this absence of limits reflects family suffering, role confusion and a lack of containment.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"72 8","pages":"Pages 397-401"},"PeriodicalIF":0.0,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660631","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}