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    <title>Le virtuel : entre préoccupation et support clinique  | Cairn.info</title>
    <icon>https://shs.cairn.info/build/assets/cairn-B7RWiji2.png</icon>
    <id>tag:cairn.info,2005:rss/liste-lecture/322351</id>
    <rights>Cairn.info 2026</rights>

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    <updated></updated>

                            <entry>
    <id>tag:cairn.info,2005:article:DUNOD_MELLI_2015_01_0121</id>
    <title type="html"><![CDATA[
        Sa&#160;Majesté le&#160;fœtus&#160;! La&#160;relation d'objet
virtuelle à&#160;l'épreuve du&#160;diagnostic anténatal |
        Le bébé et sa famille
                    (2015)
            ]]></title>
            <subtitle type="html">
            <![CDATA[]]>
        </subtitle>
        <link href="https://shs.cairn.info/le-bebe-et-sa-famille--9782100721412-page-121?lang=fr" type="text/html" rel="alternate" />
    <published>2015-03-11T00:00:00+01:00</published>
    <updated>2022-09-19T14:13:26+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ETU_4135_0473</id>
    <title type="html"><![CDATA[
        Adolescence et monde virtuel |
        Varia
                    | Études
            (2010/11 Tom 413)
            ]]></title>
        <link href="https://shs.cairn.info/revue-etudes-2010-11-page-473?lang=fr" type="text/html" rel="alternate" />
    <published>2010-10-29T00:00:00+02:00</published>
    <updated>2022-09-19T14:13:08+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ERES_BERGE_2015_01_0149</id>
    <title type="html"><![CDATA[
        Du levant au couchant&#160;: la diagonale du virtuel |
        Vivre ensemble, jeunes et vieux
                    (2015)
            ]]></title>
            <subtitle type="html">
            <![CDATA[]]>
        </subtitle>
        <link href="https://shs.cairn.info/vivre-ensemble-jeunes-et-vieux--9782749249087-page-149?lang=fr" type="text/html" rel="alternate" />
    <published>2015-10-15T00:00:00+02:00</published>
    <updated>2022-09-19T14:12:34+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:DUNOD_JUNG_2020_01_0147</id>
    <title type="html"><![CDATA[
        Chapitre&#160;11. Pour une psycho(patho)logie psychanalytique du
virtuel quotidien |
        Psychologie clinique et psychopathologie psychanalytiques
                    (2020)
            ]]></title>
            <subtitle type="html">
            <![CDATA[]]>
        </subtitle>
        <link href="https://shs.cairn.info/psychologie-clinique-et-psychopathologie-psychanal--9782100810703-page-147?lang=fr" type="text/html" rel="alternate" />
    <published>2020-08-19T00:00:00+02:00</published>
    <updated>2022-09-19T14:12:19+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ERES_BAYLE_2021_01_0043</id>
    <title type="html"><![CDATA[
        La virtualité traumatique en périnatalité : un point de vue
psychanalytique |
        Traumatismes psychiques à l’aube de la vie
                    (2021)
            ]]></title>
        <link href="https://shs.cairn.info/traumatismes-psychiques-a-l-aube-de-la-vie--9782749270920-page-43?lang=fr" type="text/html" rel="alternate" />
    <published>2021-07-01T00:00:00+02:00</published>
    <updated>2022-09-19T14:10:55+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:LAV_HUERR_2017_01_0023</id>
    <title type="html"><![CDATA[
        Chapitre&#160;1. Le virtuel d’hier à&#160;aujourd’hui |
        Médiations numériques et prise en charge des adolescents
                    (2017)
            ]]></title>
        <link href="https://shs.cairn.info/mediations-numeriques-et-prise-en-charge-des-adole--9782257207074-page-23?lang=fr" type="text/html" rel="alternate" />
    <published>2017-02-01T00:00:00+01:00</published>
    <updated>2022-09-19T14:07:09+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PCP_031_0079</id>
    <title type="html"><![CDATA[
        Jeu et création numérique : proposition d’une épreuve de dessin en
réalité virtuelle |
        Jeu et méthodes projectives
                    | Psychologie clinique et projective
            (2022/1 n° 31)
            ]]></title>
        <link href="https://shs.cairn.info/revue-psychologie-clinique-et-projective-2022-1-page-79?lang=fr" type="text/html" rel="alternate" />
    <published>2022-06-29T00:00:00+02:00</published>
    <updated>2022-09-19T14:06:52+02:00</updated>
            <summary type="html"><![CDATA[Our work focuses on a free drawing test in virtual reality with
adolescents hospitalised in psychiatry. We propose to explore the
contributions of this device to the study of the patients’ psychic
functioning. Our theoretical support will concern the notions of
creation and projection, as well as research on digital mediations
in adolescence. With the help of a clinical illustration, we want
to highlight the possibilities of investing such an invitation to
create in a virtual space that we consider to be in line with
gaming and drawing events. The objective is to initiate reflections
around this device in order to think about it afterwards in
complementarity with a projective assessment while noting certain
solicitations specific to the material.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:INPSY_9002_0097</id>
    <title type="html"><![CDATA[
        Du livre à l'écran&#160;:&#160;l'indispensable complémentarité |
        Adolescents et jeunes adultes (2)
                    | L&#039;information psychiatrique
            (2014/2 Volume 90)
            ]]></title>
        <link href="https://stm.cairn.info/revue-l-information-psychiatrique-2014-2-page-97?lang=fr" type="text/html" rel="alternate" />
    <published>2014-03-11T00:00:00+01:00</published>
    <updated>2021-12-19T18:59:15+01:00</updated>
            <summary type="html"><![CDATA[From the book to the screen: the essential complementarityFrom the
book and the screen refers to two cultures where everything seems
in opposition: the relationship to knowledge, self learning about
one’s self and others. However, these two cultures are in fact
totally complementary. This book encourages narrative construction,
on which rests the possibility for everyone to take control of
their own history by becoming the narrator. Moreover, interactivity
with the screen promotes visual spatial intelligence, working
memory, interactivity and innovation. Also the child will learn
much better when elements have been introduced at the right time
and the right way. The aim of rule “3-6-9-12” is to remember that
it is this screen diet that psychologists and psychiatrists should
not hesitate to explain to families.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:EPAR_605_0022</id>
    <title type="html"><![CDATA[
        Les 4 atouts des jeux vidéo pour les adolescents |
        Les enjeux du jeu
                    | L&#039;école des parents
            (2013/6 n° 605)
            ]]></title>
        <link href="https://shs.cairn.info/revue-l-ecole-des-parents-2013-6-page-22?lang=fr" type="text/html" rel="alternate" />
    <published>2013-12-13T00:00:00+01:00</published>
    <updated>2021-12-19T18:58:55+01:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:numero:ERES_TISSE_2018_03</id>
    <title type="html"><![CDATA[
        3-6-9-12. Apprivoiser les écrans et grandir
                    (2018)
            ]]></title>
        <link href="https://shs.cairn.info/trois-six-neuf-douze-apprivoiser-les-ecrans--9782749256351?lang=fr" type="text/html" rel="alternate" />
            <published>2018-01-01T00:00:00+01:00</published>
                <updated>2021-12-19T18:58:25+01:00</updated>
                <summary type="html"><![CDATA[<p>En quelques années, les technologies numériques ont bouleversé
notre vie publique, nos habitudes familiales et même notre
intimité. Les parents et les pédagogues en sont souvent
désorientés. Les balises que j'ai appelées «&#160;3-6-9-12&#160;»
donnent quelques conseils simples articulés autour de quatre étapes
essentielles de la vie des enfants&#160;: l’admission en
maternelle, l’entrée au CP, la maîtrise de la lecture et de
l’écriture, et le passage en collège. A nous d’inventer de nouveaux
rituels.</p>
]]></summary>
        <content type="html"><![CDATA[
        <ul>
                            <li>
                     Pages 1 to 4| Pages de début
                                    </li>
                            <li>
                     Pages 7 to 13| Avant-propos à la nouvelle édition
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 15 to 18| Introduction
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 19 to 28| 1. Pourquoi les campagnes contre les dangers des écrans ont-elles
peu d’effets&#160;?
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 29 to 51| 2. «&#160;3-6-9-12&#160;», l’état des savoirs
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 53 to 71| 3. «&#160;3-6-9-12&#160;», une feuille de route adaptée à chaque
âge
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 73 to 87| 4. Facebook&#160;: quand les parents ont (presque) tout faux
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 89 to 106| 5. Du bon usage des réseaux
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 107 to 121| 6. La quadruple révolution des technologies numériques
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 123 to 142| 7. «&#160;3-6-9-12&#160;», l’école, les collectivités publiques et
le monde associatif
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 143 to 148| Conclusion
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 149 to 150| Résumé
                                            |  Serge Tisseron
                                    </li>
                            <li>
                     Pages 151 to 154| Bibliographie
                                    </li>
                            <li>
                     Pages 155 to 157| Pages de fin
                                    </li>
                    </ul>
    ]]></content>
</entry>
                                <entry>
    <id>tag:cairn.info,2005:article:LAUTR_020_0215</id>
    <title type="html"><![CDATA[
        Ico, conte de fée interactif&#160;: histoire d'un atelier jeu vidéo |
        Jouer !
                    | L&#039;autre
            (2006/2 Volume 7)
            ]]></title>
            <subtitle type="html">
            <![CDATA[]]>
        </subtitle>
        <link href="https://shs.cairn.info/revue-l-autre-2006-2-page-215?lang=fr" type="text/html" rel="alternate" />
    <published>2006-06-01T00:00:00+02:00</published>
    <updated>2021-12-13T14:09:06+01:00</updated>
            <summary type="html"><![CDATA[Ico, an interactive fairy tale. story of a video game workshopFor
three years, the author has been using video games as a therapeutic
object. This new mediation seems pertinent for children who we
qualified borderline. Those children act in the game more in the
gambling sense, than in the Winnicott,s «&#160;play&#160;». The use
of video games is pertinent from a clinical point of view for two
main reasons. First of all, mediation happens through pictures to
which children and adolescents are intimately attached to. Pictures
have the power to let appear affects and words that in generally
are repressed. Secondly, narcissic pathology encounters the video
game as a place of virtual enactment. The acting becomes symbolic
and the conflict, as shown in the narration of the video game, is
situated between instinct and narcissism from a psychodynamic point
of view.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ADO_079_0107</id>
    <title type="html"><![CDATA[
        Métapsychologie de l'immersion dans les jeux vidéo |
        Fantasmes et réalités du virtuel
                    | Adolescence
            (2012/1 T. 30 n°1)
            ]]></title>
        <link href="https://shs.cairn.info/revue-adolescence-2012-1-page-107?lang=fr" type="text/html" rel="alternate" />
    <published>2012-03-01T00:00:00+01:00</published>
    <updated>2021-12-13T14:05:26+01:00</updated>
            <summary type="html"><![CDATA[AbstractStarting with the distinction made by D. Arsenault and M.
Picard between sensory, systemic and fictional immersion, the text
tries to provide a met psychological point of view of the
phenomenon. Immersion can be caused by saturation of the senses,
mastering of the game or identification to the protagonist.
Regression, denial and attractor object correspond to the different
types of immersion. As regression, the video game immersion is a
fantasy of uterine regression and corresponds to different stages
of the construction of reality. As negation, it relies on the
suspension of the judgment of existence and a prevailing operation
of self-pleasure; as an attractor objet, video game immersion
organizes the psyche around an aesthetic object. The different
types of video immersion are linked to the ways each one
interiorizes the world and reflect symbolizations by the body, by
images and by words.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:DUNOD_TISSE_2013_01_0051</id>
    <title type="html"><![CDATA[
        Figures virtuelles et&#160;«&#160;jeux auto-subjectivants&#160;» |
        Subjectivation et empathie dans les mondes numériques
                    (2013)
            ]]></title>
        <link href="https://shs.cairn.info/subjectivation-et-empathie-dans-les-mondes--9782100701292-page-51?lang=fr" type="text/html" rel="alternate" />
    <published>2013-10-02T00:00:00+02:00</published>
    <updated>2021-12-13T14:04:44+01:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:READ_095_0113</id>
    <title type="html"><![CDATA[
        Soigner avec le jeu vidéo : quelques repérages d’incidences
transférentielles à partir de la clinique de la médiation
virtuelle-numérique |
        À l'épreuve du virtuel et des écrans
                    | Revue de l&#039;enfance et de l&#039;adolescence
            (2017/1 n° 95)
            ]]></title>
        <link href="https://shs.cairn.info/revue-de-l-enfance-et-de-l-adolescence-2017-1-page-113?lang=fr" type="text/html" rel="alternate" />
    <published>2017-07-06T00:00:00+02:00</published>
    <updated>2021-12-13T14:04:26+01:00</updated>
            <summary type="html"><![CDATA[This article aims at proposing an overview of issues related to the
use of video games within the context of a therapy with a
mediation. After tracing the history of the use of video games in
therapies, the authors refer to their own clinical experience to
extricate the founding principles of a therapy by video games, and
the different transferential methods available in virtual-digital
mediations.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PSYS_182_0087</id>
    <title type="html"><![CDATA[
        Le virtuel-numérique&#160;: un environnement non-vivant-animé au
service du soin |
        Médiations
                    | Psychothérapies
            (2018/2 Vol. 38)
            ]]></title>
        <link href="https://shs.cairn.info/revue-psychotherapies-2018-2-page-87?lang=fr" type="text/html" rel="alternate" />
    <published>2018-06-22T00:00:00+02:00</published>
    <updated>2021-12-13T14:04:06+01:00</updated>
            <summary type="html"><![CDATA[From a thought about our relationship to the non-human environment
in psychoanalytic modeling, we begin with the observation of a game
situation with a child and a touch pad, in order to explore the
conditions of use and the specific functions of non-living-animated
environment. The virtual- digital device combines abilities
borrowed from several levels of reality. Its handling facilitates
getting to virtual-digital materiality and to a specific reflexive
function through an interface which we describe as the intra-,
inter- and transsubjective psychic functions. We present the
abilities of the virtual-digital material and its support function
of a formal associative chain.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PSYT_183_0089</id>
    <title type="html"><![CDATA[
        Usage problématique des jeux vidéo&#160;: l'approche
psychodynamique |
        Les usages problématiques des jeux vidéo
                    | Psychotropes
            (2012/3 Vol. 18)
            ]]></title>
        <link href="https://shs.cairn.info/revue-psychotropes-2012-3-page-89?lang=fr" type="text/html" rel="alternate" />
    <published>2013-03-04T00:00:00+01:00</published>
    <updated>2021-12-13T14:01:25+01:00</updated>
            <summary type="html"><![CDATA[Problematic use of video games: The psychodynamic approachFrom her
practice and psychodynamic concepts, the author attempts to develop
an understanding of the problematic use of online games by
adolescents. It is as a symptom, which is at the same time
subjective, cross-generational and embedded in our own contemporary
culture, that the author addresses how people resort and relate to
the virtual world in an attempt to reintroduce some transitionality
when links are weakened. The author explains how virtual space
fails as transitional space because it does not allow the
deployment of the tangible experience of existence. Rather, it is
the ideal I that prevails as well as the attempt to maintain the
primary narcissistic illusion by avoiding the necessary
disillusionment. Through a case study, the author shows that
addiction to online, massively multiplayer games reflects a
singular type of suffering but also an attempt to resolve it. A
therapeutic space can then afford to use this partial experience in
order to understand and establish a true transitional area where
efforts of symbolization, historisation and subjectivation toward a
freer I will become possible. This text invites the reader to
consider the virtual spaces as a source of creativity that can
become problematic for weakened subjects and should therefore
incite adults to pay more attention.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PSYT_183_0073</id>
    <title type="html"><![CDATA[
        Usage problématique des jeux vidéo&#160;: deux cas cliniques |
        Les usages problématiques des jeux vidéo
                    | Psychotropes
            (2012/3 Vol. 18)
            ]]></title>
        <link href="https://shs.cairn.info/revue-psychotropes-2012-3-page-73?lang=fr" type="text/html" rel="alternate" />
    <published>2013-03-04T00:00:00+01:00</published>
    <updated>2021-12-13T14:01:20+01:00</updated>
            <summary type="html"><![CDATA[Problematic use of video games: Two case studiesTwo clinical cases
studies are presented in this article. The first is characterized
by a situation of waiting, which the game allowed to extend: sick,
surrounded by sick people, suffering from doubts related to the
separation of his parents, who themselves do not have a social life
and emotional satisfaction, the patient is delaying his entry into
the adult world. The second case poses a problem of
psychopathological diagnosis, especially due to his inability to
express emotions, so that her therapist ponders, beyond a possible
alexithymia, the possibility of severe personality disorders,
evoking an Asperger syndrome. In both cases, it is through gaming
problems that subjects can address their personal difficulties.
These clinical descriptions demonstrate the importance of the first
contacts, in an atmosphere of non-judgment, even benevolence, in
relation to gaming and its function of self-medication.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PSYT_183_0099</id>
    <title type="html"><![CDATA[
        Thérapie familiale et jeux vidéo |
        Les usages problématiques des jeux vidéo
                    | Psychotropes
            (2012/3 Vol. 18)
            ]]></title>
        <link href="https://shs.cairn.info/revue-psychotropes-2012-3-page-99?lang=fr" type="text/html" rel="alternate" />
    <published>2013-03-04T00:00:00+01:00</published>
    <updated>2021-12-13T14:01:12+01:00</updated>
            <summary type="html"><![CDATA[Family therapy and video gamesIn this article, the authors describe
how, three years ago, they started developing the MultiDimentionnal
Family Therapy for video games abusers and / or addicts. This
method seems to be particularly efficient for the behavioural
disorders in adolescence. It focuses on adolescent development and
mobilizes all the levers (adolescent, parents, family and
extra-familial environment) so that the adolescent finds a more
favourable development and nurturing.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ADO_093_0547</id>
    <title type="html"><![CDATA[
        Retrait social et usages du numérique |
        Thérapie@
                    | Adolescence
            (2015/3 T. 33 n°3)
            ]]></title>
        <link href="https://shs.cairn.info/revue-adolescence-2015-3-page-547?lang=fr" type="text/html" rel="alternate" />
    <published>2015-11-16T00:00:00+01:00</published>
    <updated>2021-12-13T14:00:34+01:00</updated>
            <summary type="html"><![CDATA[The uses of the digital by French and Japanese teenagers who are in
social withdrawal (hikikomori) is explored through a study of
biographical research interviews. Their uses are many: ludic,
occupational, educational, socializing, even militant, if the
digital becomes a counter-culture conducive to anonymity and
freedom of expression. The digital seems to play an ambivalent role
in the social withdrawal of these youngsters: it can help them to
emerge from, or push them deeper into their withdrawal.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:DIA_186_0087</id>
    <title type="html"><![CDATA[
        Rêve et réalité&#160;: une clinique du jeu vidéo comme médiation
thérapeutique |
        De l'imaginaire au virtuel
                    | Dialogue
            (2009/4 n° 186)
            ]]></title>
        <link href="https://shs.cairn.info/revue-dialogue-2009-4-page-87?lang=fr" type="text/html" rel="alternate" />
    <published>2010-02-19T00:00:00+01:00</published>
    <updated>2021-12-13T13:58:08+01:00</updated>
            <summary type="html"><![CDATA[DREAM AND REALITY&#160;: A VIDEO GAME CLINIC AS THERAPEUTIC
MEDIATION The author explains how, over a number of years, he has
used the video game as a therapeutic object. This new mediation
seems to be relevant for children qualified as being
«&#160;borderline&#160;». These children have forgotten what it is
to play in Winnicott’s sense of the term and are involved in the
game more as gamblers with Narcissistic issues at stake. Taking
real life examples from his own experience, the author stresses two
reasons for the video games being relevant from a clinical point of
view. The first lies in the mediation of the game allowing for the
emergence of affects that are often repressed verbally. The second
reason is in the encounter between the Narcissistic pathology and
the video game as an opportunity to act out virtually. There would
therefore appear to be many similarities between psychodrama and
therapeutic mediation through video games.]]></summary>
    </entry>
            </feed>
