L’écoute des enjeux transféro-contre-transférentiels lors des équipes de suivi de scolarisation : une voie pour entendre la subjectivité de l’enfant
In this article, we aim to examine the child’s feeling of security in the school environment, through our observation of relational issues in educational follow-up teams (équipes de suivi de scolarisation; ESS) and listening to the transference-countertransference processes at work for the clinician...
Kaydedildi:
| Asıl Yazarlar: | , , |
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| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Français |
| Baskı/Yayın Bilgisi: |
2024
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| Konular: | |
| Online Erişim: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Özet: | In this article, we aim to examine the child’s feeling of security in the school environment, through our observation of relational issues in educational follow-up teams (équipes de suivi de scolarisation; ESS) and listening to the transference-countertransference processes at work for the clinician. This reflection is situated within the sociopolitical context of the latest reforms on the inclusion of students with disabilities, which highlight the notion of “need,” responding to a managerial logic in the financing of medico-social establishments. As a true meeting place between psychic care and the requirements of the school context, ESSs appear on the one hand as valuable areas of research for understanding the issues surrounding the vulnerable child in the construction of his/her secure base; and on the other hand as a useful space-time for the clinician, who then has the opportunity to become the voice of the child in his/her subjectivity. |
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