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    <title>Psychomotricité et orthophonie en pédopsychiatrie | Cairn.info</title>
    <icon>https://shs.cairn.info/build/assets/cairn-B7RWiji2.png</icon>
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    <rights>Cairn.info 2026</rights>

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                            <entry>
    <id>tag:cairn.info,2005:article:SPI_072_0025</id>
    <title type="html"><![CDATA[
        L'oralité troublée&#160;: regard orthophonique |
        Douceurs et aléas de l’oralité
                    | Spirale - La grande aventure de bébé
            (2014/4 N° 72)
            ]]></title>
        <link href="https://shs.cairn.info/revue-spirale-2014-4-page-25?lang=fr" type="text/html" rel="alternate" />
    <published>2015-01-20T00:00:00+01:00</published>
    <updated>2022-08-02T12:16:35+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:DEVEL_002_0035</id>
    <title type="html"><![CDATA[
        Des images aux mots&#160;: une approche des troubles spécifiques du
langage à partir d'un partenariat orthophoniste/psychologue du
développement |
        Varia
                    | Développements
            (2009/2 n° 2)
            ]]></title>
        <link href="https://stm.cairn.info/revue-developpements-2009-2-page-35?lang=fr" type="text/html" rel="alternate" />
    <published>2009-09-01T00:00:00+02:00</published>
    <updated>2022-08-02T12:15:55+02:00</updated>
            <summary type="html"><![CDATA[SummaryThe clinical experience related took place in a therapeutic
boarding school for teenagers who show behavior troubles and
learning disabilities. In constant research of innovative and
specific programs to develop, two therapists, a speech-language
pathologist and a developmental psychologist, from a
multidisciplinary health-care providers team, decided to work
together with a group of four teenagers, diagnosed with Specific
Language Impairment. According to the patients’ medical data, the
diagnosis referred to “dysphasia” and revealed developmental
phonological disorders.Speech therapy tends to be combined here
with psycholinguistics, neuroscience and neuropsychology models, in
order to by-pass segmental analysis by creating links between
different representation formats&#160;: verbal, visual and
conceptual. Besides, the clinical method of cognitive remediation
tries to draw the parallel between cognitive and language
development, by focusing on the essential logical schemes needed
for the acquisition of written language skills as additive
composition, ordination and classification. Both complementary
approaches insist on self expression and successful communication.
Furthermore, by the playful and unifying use of rebus and riddles,
patients can indeed experiment oral and written speech from
pictures to words.Although the compensatory strategies used by the
four teenagers remain quite difficult to estimate, we can say that
such a clinical partnership appears as an interesting option in the
treatment of late learners.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:DEV_203_0181</id>
    <title type="html"><![CDATA[
        Effets sur le développement cognitif et langagier d’un placement en
pouponnière, et adaptation de l’intervention orthophonique. Une
étude de cas unique longitudinale |
        Varia
                    | Devenir
            (2020/3 Vol. 32)
            ]]></title>
        <link href="https://shs.cairn.info/revue-devenir-2020-3-page-181?lang=fr" type="text/html" rel="alternate" />
    <published>2020-10-12T00:00:00+02:00</published>
    <updated>2022-08-02T12:15:28+02:00</updated>
            <summary type="html"><![CDATA[This study focuses on understanding the cognitive an d language
development delay displayed by young children living in care homes,
who present major social withdrawal. Given the atypical profile of
these children, I wanted to demonstrate the relevance of the
protological and language adjustment speech therapy approach, which
is based on thought, action, and language interactions and was
developed by Lydie Morel. This single-case study uses quantitative
longitudinal monitoring methodology&#160;: all playing, language,
and communication behaviors were collected and quantified through
the use of video. My results were considered in light of the theory
of attachment disorders and the institutional living environment.
Using a comprehensive approach, I met with professionals and
undertook in situ observations, in order to understand the aspects
of these children’s life and environment that might impact their
cognitive and language development. This raises the issue of the
persistence in France of long-term institutional stays for
children, highlighting the need for their development and
psychological state to be assessed early.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:LAUTR_026_0195</id>
    <title type="html"><![CDATA[
        Les langues de Krishna&#160;: l'orthophoniste face au bilinguisme |
        L’enfant et les langues
                    | L&#039;autre
            (2008/2 Volume. 9)
            ]]></title>
            <subtitle type="html">
            <![CDATA[]]>
        </subtitle>
        <link href="https://shs.cairn.info/revue-l-autre-2008-2-page-195?lang=fr" type="text/html" rel="alternate" />
    <published>2008-06-01T00:00:00+02:00</published>
    <updated>2022-08-02T12:14:25+02:00</updated>
            <summary type="html"><![CDATA[Krishna’s languages&#160;: speech therapy in bilingual
situationsThe evaluation of oral language skills in bilingual
situations cannot only be a sheer instrumental assessment of
linguistic abilities. In fact, a fruitful collaborative work
between the speech therapist and an interpreter will enable to
establish links between the different linguistic structures in
which a bilingual child grows up.The speech therapy treatment that
follows these evaluations will take into account the linguistic
structure(s) that differ from the language of the destination
country. Though the activities that take place during the speech
therapy sessions are not centered on the mother tongue structure,
we notice a parallel evolution in the child’s both linguistics
systems. From a clinical and theoretical point of view, these
linguistic oral explorations are crucials.What we suggest here is
an oral language evaluation in a bilingual context, as well as a
clinical context that show the complexity and the richness of these
explorations. We also underline how the linguistic universes of a
child are entangled, when he or she is learning to speak and
growing up in a multilinguistic environment.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:EP_068_0131</id>
    <title type="html"><![CDATA[
        «&#160;Zone proximale de séduction&#160;» et orthophonie |
        Questions de séduction
                    | Enfances &amp; Psy
            (2015/4 N° 68)
            ]]></title>
        <link href="https://shs.cairn.info/revue-enfances-et-psy-2015-4-page-131?lang=fr" type="text/html" rel="alternate" />
    <published>2016-01-08T00:00:00+01:00</published>
    <updated>2022-08-02T12:08:59+02:00</updated>
            <summary type="html"><![CDATA[«&#160;The proximal zone between seduction&#160;» and speech
therapyThe relationship between speech therapist and child brings
to light different behaviour patterns in seduction in the latter,
which, as much as opposing behaviour, presents a hindrance to care.
Drawing on three case histories the article looks into this,
describing their forms and questioning what motivates them and what
may bring the child to grow away from them in order to take
advantage of the learning experience.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:LAUTR_064_0081</id>
    <title type="html"><![CDATA[
        L’accueil du multilinguisme en orthophonie&#160;: un carrefour
transculturel complexe |
        Accueillir les parents en exil
                    | L&#039;autre
            (2021/1 Volume 22)
            ]]></title>
        <link href="https://shs.cairn.info/revue-l-autre-2021-1-page-81?lang=fr" type="text/html" rel="alternate" />
    <published>2021-05-10T00:00:00+02:00</published>
    <updated>2022-08-02T12:08:17+02:00</updated>
            <summary type="html"><![CDATA[In France and its overseas territories, speech therapy in
multilingual situations is most often delivered in French, the
language of the speech therapy professional, at the expense of the
multicultural and sociolinguistic dimensions of this space of
encounter.. The present survey, carried out on speech therapists’
professional practices in the settings where bilingual subjects are
involved, highlighted the following observation&#160;: the skills
of this profession appear truncated, lacking important clinical
realities that are nonetheless essential for assessment and
tailored care. This research therefore suggests a transposition of
the transcultural tools proposed by Marie Rose Moro’s transcultural
care approach to speech therapy, in order to improve care provision
in multilingual situations.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:numero:ERES_ALI_2016_01</id>
    <title type="html"><![CDATA[
        Entre langue et parole, le métier d’orthophoniste
                    (2016)
            ]]></title>
        <link href="https://shs.cairn.info/entre-langue-et-parole-le-metier-d-orthophoniste--9782749251974?lang=fr" type="text/html" rel="alternate" />
            <published>2016-09-15T00:00:00+02:00</published>
                <updated>2022-08-02T12:07:35+02:00</updated>
                <summary type="html"><![CDATA[Dans le cabinet de l’orthophoniste, Léa entre, inquiète, parce
qu’elle n’arrive pas à lire en fin de CP, monsieur R. consulte car
il ne trouve plus les mots ni ses clefs, Thomas a 3 ans mais il ne
parle pas, madame V. vient de quitter l’hôpital et elle ne parle
plus, Simon bégaie au collège et à table, Nathan ne veut pas
articuler le « je »… Où est le lien entre toutes ces histoires, ces
symptômes différents ? Qu’ont-ils en commun pour pousser la porte
de l’orthophoniste ? Que peut proposer l’orthophoniste ? Des
orthophonistes présentent leur métier, sa formation initiale, ses
modes d’exercice, sa pratique mais aussi leur propre conception de
leur fonction, leurs choix professionnels et les références qui les
sous-tendent, les théories du langage auxquelles ils souscrivent et
les pratiques qui en découlent. Si l’orthophoniste connaît le
langage et ses sciences, il ne sait rien du patient qui s’adresse à
lui avec son symptôme. Chaque rencontre est originale,
l’orthophoniste est à l’écoute de tout ce qui parle sans forcément
se dire. Il se laisse surprendre par un coup d'œil, une mimique, un
geste, une réflexion qui pourrait sembler anodine ou décalée. C'est
donc du patient, de sa manière d'aborder son symptôme et des
possibilités de s’en défaire dont il va être question tout au long
de cet ouvrage.]]></summary>
        <content type="html"><![CDATA[
        <ul>
                            <li>
                     Pages 2 to 6| Pages de début
                                    </li>
                            <li>
                     Pages 7 to 8| Préambule
                                    </li>
                            <li>
                     Pages 9 to 12| Introduction
                                            |  Isabelle Ali,  Catherine Wolf
                                    </li>
                            <li>
                     Pages 13 to 24| Profession, orthophoniste
                                            |  Isabelle Ali,  Catherine Wolf
                                    </li>
                            <li>
                     Pages 25 to 58| L’orthophonie, entre les contraintes de la langue et la liberté de
la parole
                                            |  Anne Lainé
                                    </li>
                            <li>
                     Pages 59 to 96| Écrire, c’est trop long
                                            |  Michel Luçon
                                    </li>
                            <li>
                     Pages 97 to 141| Bilel, sa maman et l’orthophoniste de famille
                                            |  Claire Charmetant
                                    </li>
                            <li>
                     Pages 143 to 184| L’écoute en orthophonie
                                            |  Arielle Ancel
                                    </li>
                            <li>
                     Pages 185 to 218| Vous avez dit orthophoniste&#160;?
                                            |  Nadine Jaffredo
                                    </li>
                            <li>
                     Pages 219 to 254| Sur les chemins semés d’embûches de la prévention
                                            |  Claire Charmetant
                                    </li>
                            <li>
                     Pages 255 to 257| Conclusion
                                            |  Isabelle Ali,  Catherine Wolf
                                    </li>
                            <li>
                     Pages 259 to 267| Annexes
                                            |  Isabelle Ali,  Catherine Wolf
                                    </li>
                            <li>
                     Pages 269 to 274| Bibliographie
                                            |  Isabelle Ali,  Catherine Wolf
                                    </li>
                            <li>
                     Pages 275 to 293| Pages de fin
                                    </li>
                    </ul>
    ]]></content>
</entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PUF_LEDER_2020_01_0037</id>
    <title type="html"><![CDATA[
        Chapitre&#160;II. Les pratiques principales des orthophonistes |
        L'Orthophonie en France
                    (2020)
            ]]></title>
        <link href="https://stm.cairn.info/l-orthophonie-en-france--9782715404885-page-37?lang=fr" type="text/html" rel="alternate" />
    <published>2020-10-28T00:00:00+01:00</published>
    <updated>2022-08-02T12:07:06+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PUF_LEDER_2020_01_0084</id>
    <title type="html"><![CDATA[
        Chapitre&#160;III. La prévention des troubles du langage |
        L'Orthophonie en France
                    (2020)
            ]]></title>
        <link href="https://stm.cairn.info/l-orthophonie-en-france--9782715404885-page-84?lang=fr" type="text/html" rel="alternate" />
    <published>2020-10-28T00:00:00+01:00</published>
    <updated>2022-08-02T12:06:48+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:RFP_842_0389</id>
    <title type="html"><![CDATA[
        Deux métiers. Orthophoniste ou psychanalyste, il faut
choisir&#160;! |
        Deux
                    | Revue française de psychanalyse
            (2020/2 Vol. 84)
            ]]></title>
        <link href="https://shs.cairn.info/revue-francaise-de-psychanalyse-2020-2-page-389?lang=fr" type="text/html" rel="alternate" />
    <published>2020-03-19T00:00:00+01:00</published>
    <updated>2022-08-02T12:03:44+02:00</updated>
            <summary type="html"><![CDATA[Practising two professions is commonplace for a psychoanalyst, but
combining the practice of speech therapy with that of
psychoanalysis sometimes arouses perplexity. Reactions ranging from
the suspicion of splitting to the reproach of omnipotence reflect
different images of these two professions in each of the two
professional spheres, professions linked by a history that is
shared in part, but also permeated by conflicts. For the last
thirty years, in the domain of child psychiatry where speech
therapy and psychoanalysis co-exist, epistemological divergences
have deepened and are experienced on all sides as a challenge to
identity. But if one sets passionate reactions aside, practising
two clinical professions can stimulate freedom of thought.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:CONT_039_0239</id>
    <title type="html"><![CDATA[
        Le bébé sourd, sa famille et l'orthophoniste |
        Orthophonie chez le jeune enfant
                    | Contraste
            (2014/1 N° 39)
            ]]></title>
        <link href="https://shs.cairn.info/revue-contraste-2014-1-page-239?lang=fr" type="text/html" rel="alternate" />
    <published>2014-04-01T00:00:00+02:00</published>
    <updated>2022-08-02T12:00:57+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:CONT_039_0265</id>
    <title type="html"><![CDATA[
        La prise en charge orthophonique chez le très jeune enfant autiste |
        Orthophonie chez le jeune enfant
                    | Contraste
            (2014/1 N° 39)
            ]]></title>
        <link href="https://shs.cairn.info/revue-contraste-2014-1-page-265?lang=fr" type="text/html" rel="alternate" />
    <published>2014-04-01T00:00:00+02:00</published>
    <updated>2022-08-02T12:00:32+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:CONT_039_0069</id>
    <title type="html"><![CDATA[
        Les débuts de la communication au regard du programme de recherche
dit «&#160;<span style=
'font-variant: small-caps;'>pile</span>&#160;» (Programme
international pour le langage de l'enfant) |
        Orthophonie chez le jeune enfant
                    | Contraste
            (2014/1 N° 39)
            ]]></title>
        <link href="https://shs.cairn.info/revue-contraste-2014-1-page-69?lang=fr" type="text/html" rel="alternate" />
    <published>2014-04-01T00:00:00+02:00</published>
    <updated>2022-08-02T11:59:49+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ERES_POTEL_2010_01_0364</id>
    <title type="html"><![CDATA[
        4. Médiations thérapeutiques et symbolisations en psychomotricité |
        Être psychomotricien
                    (2010)
            ]]></title>
        <link href="https://shs.cairn.info/etre-psychomotricien--9782749212739-page-364?lang=fr" type="text/html" rel="alternate" />
    <published>2010-03-01T00:00:00+01:00</published>
    <updated>2022-08-02T11:38:02+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ERES_POTEL_2010_01_0321</id>
    <title type="html"><![CDATA[
        2. La question du cadre thérapeutique |
        Être psychomotricien
                    (2010)
            ]]></title>
        <link href="https://shs.cairn.info/etre-psychomotricien--9782749212739-page-321?lang=fr" type="text/html" rel="alternate" />
    <published>2010-03-01T00:00:00+01:00</published>
    <updated>2022-08-02T11:37:44+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ERES_POTEL_2010_01_0194</id>
    <title type="html"><![CDATA[
        2. Psychomotricité et indications |
        Être psychomotricien
                    (2010)
            ]]></title>
        <link href="https://shs.cairn.info/etre-psychomotricien--9782749212739-page-194?lang=fr" type="text/html" rel="alternate" />
    <published>2010-03-01T00:00:00+01:00</published>
    <updated>2022-08-02T11:36:58+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:ERES_POTEL_2010_01_0149</id>
    <title type="html"><![CDATA[
        1. Les troubles psychomoteurs : plaidoyer pour une pensée complexe |
        Être psychomotricien
                    (2010)
            ]]></title>
        <link href="https://shs.cairn.info/etre-psychomotricien--9782749212739-page-149?lang=fr" type="text/html" rel="alternate" />
    <published>2010-03-01T00:00:00+01:00</published>
    <updated>2022-08-02T11:36:43+02:00</updated>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PPSY_611_0026</id>
    <title type="html"><![CDATA[
        La dyspraxie adolescente, la violence d’un corps qui n’obéit pas au
doigt et à l’œil |
        Varia
                    | Perspectives Psy
            (2022/1 Vol. 61)
            ]]></title>
        <link href="https://shs.cairn.info/revue-perspectives-psy-2022-1-page-26?lang=fr" type="text/html" rel="alternate" />
    <published>2022-03-29T00:00:00+02:00</published>
    <updated>2022-08-02T11:24:19+02:00</updated>
            <summary type="html"><![CDATA[Adolescence represents a stage that we could qualify as a
psychomotor crisis for the child, as the transformations
experienced in the body (in terms of sensations, movements,
emotions, representations...), in the relationship to the external
environment, or in the links to the other make a rupture in the
evolutionary process.This crisis can then become extremely critical
for young dyspraxics who have not been able to rely sufficiently on
their gestures and develop a mastery of their body to build a
stable and reassuring representation of their environment.We then
observe and welcome in psychomotricity a number of adolescents, who
in order to escape a form of developmental impasse, will take
refuge in virtual worlds to try to answer this need to realize
themselves through their acts.The psychomotricity therapy will then
consist in offering a space of real and shared experiences where
the body in its globality, but also in its tri-dimensionality, in
its affectivity and in its relation to another body could be
reinvested.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:PPSY_611_0011</id>
    <title type="html"><![CDATA[
        Anorexie mentale et psychomotricité : parcours atypique d’une jeune
femme de 18 ans |
        Varia
                    | Perspectives Psy
            (2022/1 Vol. 61)
            ]]></title>
        <link href="https://shs.cairn.info/revue-perspectives-psy-2022-1-page-11?lang=fr" type="text/html" rel="alternate" />
    <published>2022-03-29T00:00:00+02:00</published>
    <updated>2022-08-02T11:24:10+02:00</updated>
            <summary type="html"><![CDATA[Aditi, 18 years old, is hospitalized in psychiatry for eating
disorders. We met her in the context of psychomotor therapy. This
care, correlated with psychological, psychiatric, nursing and
dietetic follow-ups, allowed this young woman to externalize her
emotions and to accept a less anxious future. This article traces
some of the steps of regression that were useful to Aditi in
allowing herself to accept behaviors that she considered shameful.
She accepts her majority and her role as a woman in a singular way,
far from the paralyzing societal injunctions. The co-created
therapeutic alliance is part of the transferential psychiatry where
care is not only technicality but where it is elaborated around a
joint adaptation and an understanding of non verbalized needs.]]></summary>
    </entry>
                                <entry>
    <id>tag:cairn.info,2005:article:CONT_028_0041</id>
    <title type="html"><![CDATA[
        Le dialogue tonico-émotionnel&#160;: un gué permettant au bébé de
passer d'une succession d'états toniques à des états d'âme |
        Psychomotricités
                    | Contraste
            (2008/1 N° 28-29)
            ]]></title>
        <link href="https://shs.cairn.info/revue-contraste-2008-1-page-41?lang=fr" type="text/html" rel="alternate" />
    <published>2008-06-01T00:00:00+02:00</published>
    <updated>2022-08-02T11:23:27+02:00</updated>
    </entry>
            </feed>
