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This article presents the principal outcomes of research conducted in two clinics, one in Switzerland and one in France, that evaluated the processes of change in teenage sex offenders. The goal was to identify the main clinical indicators of these changes through a longitudinal study of a small cohort of adolescents (N = 9) who were taking part in court-ordered group therapy. Data for this qualitative research were based on projective testing and retesting and on verbatim transcriptions of group sessions. Analysis of this data highlighted various clinical indicators that made it possible to sketch a model of the processes of change for adolescents. The information provided by this research helps outline prospects for psychotherapy with these young men.

Keywords: Adolescent, violences sexuelles, psychothérapie, indicateurs cliniques, évaluation, Teenagers, sexual violence, psychotherapy, clinical indicators, evaluation, Adolescente, violencias sexuales, psicoterapia, indicadores clínicos, evaluación

The concept of therapeutic alliance refers to the quality of a relationship formed in a professional context between a practitioner and the individual they support. Over the years, this concept has attracted the attention of researchers and clinicians, being associated with positive therapeutic outcomes. While several authors have examined the alliance-building processes, few have done so in the field of psychoeducation. This paper aims to explore the psychoeducational specificities in the process of building the alliance by examining the links between certain psychoeducational concepts and these processes. For that purpose, we will begin with a brief overview of the scientific literature related to the concept of therapeutic alliance. Then, we will address the specific characteristics of psychoeducational support as a form of supportive relationship: the educational nature of the relationship, the consideration of the person's interactions with their environment, and the notion of shared lived experience. Afterwards, we will explore the psychoeducational characteristics of alliance-building process, using Bordin's (1979) conceptual model: goal, task and bond. In conclusion, the conceptual contributions, limitations, and future research directions will be discussed. The conceptual contribution of this article serves as a call to further reflection on the specificities of psychoeducational support in the alliance-building process, particularly regarding significant changes in the emphasis on shared lived experience and aspects that are still under-studied, such as the contribution of the environment to the therapeutic alliance.

Keywords: alliance thérapeutique, accompagnement psychoéducatif, structure d'ensemble, relation d'aide, therapeutic alliance, psychoeducational support, helping relationship

The concept of difficult clienteles has been little studied and there is no consensus on its definition. However, difficult clients have common characteristics and raise many challenges for professionals. Indeed, these clients are likely to generate therapeutic impasses and massive counter-transferential reactions and the therapeutic relationship may be affected. In addition, the lack of specialized services to meet the specific needs of these clients creates difficulties for the professionals who work with them. Interdisciplinary collaboration is therefore essential. This article proposes to discuss the various issues associated with difficult clienteles and their access to psychosocial services.

Keywords: clientèle difficile, stigmatisation, contre-transfert, relation thérapeutique, collaboration interdisciplinaire, challenging patient, stigmatization, countertransference, therapeutic relationship, interdisciplinary collaboration

The use of Information and Communication Technologies (ICT): Internet, social networks, mobile phones) is widespread among students. We propose to make an inventory of relations between students and ICTs under two opposite axes: the psychopathological axis and the "resources" axis. On one hand, are identified the pathologies related to the use of these media (problematic use and addictions - including pornography, cyber harassment) in terms of frequency and comorbidities. On the other hand, we take stock of ICT-based devices for resources, help and care: from immersion in virtual reality to information and prevention sites, as well as video-games mediations and online psychotherapies.

Keywords: TIC, psychopathologie, risques, ressources, étudiants, ICT, psychopathology, risks, resources, students

The association between play and pleasure may seem natural, even intuitive. Although the hedonism associated with playful activities is generally evident in normally developing children, for children who have experienced early relational trauma (Bonneville-Baruchel, 2015), play can be related to displeasure, suffering and great psychological distress (Romano, 2010). Play, then, does not seem to obey the pleasure principle, nor for that matter the reality principle, in the same way that it is neither entirely in the realm of either reality or fantasy (Winnicott, 1975). This theoretical and clinical paper focuses on the evolution of the nature and role of pleasure in the psychotherapy of children who have experienced early relational trauma and who are able to experience pleasure. It attempts to demonstrate that for these children, pleasure is initially related to sensoriality, but that access to psychotherapy and pretend play allows a transition from a form of pleasure associated with the senses to one which is linked to meaning. The characteristics of play in traumatized children are outlined and clinical vignettes are presented to illustrate different manifestations of pleasure in children with early relational trauma.

Keywords: plaisir, traumas relationnels précoces, jeu, trauma, psychothérapie, pleasure, early relational trauma, traumatic play, trauma, psychotherapy

From its beginnings in the 19th century, the popularization of science (vulgarisation) has aimed to bridge the cultural gap between « scientists » and « the ignorant », in support of science long considered to be a source of all progress. During the second part of the 20th century, popularization of science became a mass media phenomenon, criticized from all sides in the last quarter of the century. One of these criticisms concerns the increasing knowledge gap within its audience : the growing flow of information induces differences in the appropriation of information within the social system. The audience of the highest socioeconomic levels is able to appropriate information more quickly than the lower one, so that the gap between their respective knowledge tends to grow rather than diminish.This article addresses the paradox that our societies continue to adhere to the devices of popularization of science, although the increasing knowledge gap shows its pernicious effect. It argues that this persistence is due to a form of epistemological blindness : contrary to wide-spread opinion, the relevant model of communication required for analyzing popularization of science is that proposed by Gregory Bateson, rather than that put forth by Claude Elwood Shannon. First, I present the Shannon's model of communication as the theoretical reference of the deficit model that inspired popularization of science. I stress that it is totally unsuited to explain social communication. Second, I summarize Bateson's conception of communication, and contrast it point by point with the previous model. Finally, I argue that the increasing knowledge gap has no place in the framework of Shannon's conception of communication, while it can be very simply explained by Bateson's conception.

Keywords: Vulgarisation scientifique, increasing knowledge gap, lois additives versus lois combinatoires de l'information, de la communication et de l'apprentissage, Popularization of Science, Increasing Knowledge Gap, Additive Laws Versus Combinatorial Laws of Information, Communication and Learning

AbstractEye, Magical Poison and TalismanCause and Meaning in Ethnopsychoanalytical PracticeIs it possible for patients coming from non-western cultures to undergo psychotherapy and what are the technical compromises that must ensue ? The author hère présents the guiding principles of his clinical work in ethnopsychiatry : 1) in the language of the patient, 2) in a group of professionals, 3) this group having to be multi-ethnic and multi-lingual. In order to illustrate his method of work, the author présents a detailed analysis of a psychotherapy session with an eighteen months old girl suffering from daily bouts of sobbing and spasms which can last up to one hour each time. The child is accompanied by her mother, a young arabic speaking woman from Algeria.It becomes clear from the clinical analysis that the patient does not react to the content of the « interprétation » or to its hypothetical « truth » but rather in most cases to the theoretical connotations that such an interprétation carries as a departure either to oppose or to illustrate. In addition to « emphaty » the author poses the hypothesis that the therapeutic effects of the ethnopsychoanalytical framework stem from the feeling of being understood in one's own language as well as the possibility ofevoking or evenrelievingone's « nostalgia ». The spécifie capacity to fragment the patient's représentation is made possible by the availability of a multitude of étiologies and enables one to propose a new method of organizing éléments brought up during the therapeutic process.

ABSTRACTThe authors, an ethnopsychoanalyst and a childcare worker, use their detailed clinical observations to offer a socio-anthropological and theoretical-clinical analysis of a multifacetted intervention with an African family entangled in numerous conflicts. They describe the necessary conditions for development of an ad hoc ethnopsychiatrie team and the strategies implemented to achieve optimally effective results through such joint effort. They conclude with a theoretical discussion on the operational concept of community ethnopsychiatry.