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Le Heuzey M.-F.,Service de Psychiatrie de lEnfant et de lAdolescent
Archives de Pediatrie | Year: 2015

This new study by the Secteur français des aliments de l'enfance (SFAE) (French Agency for Children's Foods) confirms the improvement in the nutritional environment of young children, particularly in sharing family meals. Incorporating the sample of breastfed children is a new feature, although food refusal behavior in infants did not appear to differ greatly whether or not they were being breastfed, and mothers expressed a need to be informed and guided in order for their children to better accept varied foods. We still found long-term continuation of feeding bottles and in parallel excessively early introduction of adult foods and significant and inappropriate viewing of screens for age. © 2015 Elsevier Ltd.

Ottino S.V.O.,Service de Psychiatrie de lEnfant et de lAdolescent
Revue Medicale Suisse | Year: 2016

The recent flow of refugees in our countries connects the clinician to new challenges : posttraumatic consequences, exile pathologies, cultural differences. Moreover, the psychic pains express themselves often through the body in more or less qualified ways, making a clear understanding of them difficult. From the therapist's side, the confrontation to war violences and cultural differences might create difficulties in establishing an empathic and fruitful therapeutic alliance.

Xavier J.,Service de Psychiatrie de lEnfant et de lAdolescent | Bonnot O.,Nantes University Hospital Center
Neuropsychiatrie de l'Enfance et de l'Adolescence | Year: 2013

Using an integrative approach, we address the mechanisms inherent to a child's imitative play with peers. From a psychoanalytic perspective, in a study of the fraternal bond, we see that these exchanges in which the discovery linked to the other and itself originate from the experience of a game, in the name of intimate connection, in the heart of the being, uniting the intrapsychic and the intersubjective. Then, from a cognitive perspective, this intersubjective dynamic will reveal changes in points of view made from successive reversals of position, both self- and heterocentering, testing the visuospatial relations and motor skills of the child. From these descriptions, we propose a developmental model of empathy in thought of the intimate process closely related to the very structure of the subject. A return to clinical child and adolescent medicine will be an opportunity for us to question the place of such mechanisms with the idea that they can offer an original psychopathological approach. © 2012.

Bargiacchi A.,Service de Psychiatrie de lEnfant et de lAdolescent
Archives de Pediatrie | Year: 2014

Structural and functional brain alterations in the structures involved in taste processing, emotions regulation and the reward system have been described in anorexia nervosa. The neurodevelopmental origin of this disorder has been recently discussed. In this article, brain-imaging data in early onset anorexia nervosa will be recalled and the relationship between clinical symptoms, normal brain maturation and brain imaging data in adolescents and adults will be discussed. © 2014.

Van Effenterre A.,Service de Psychiatrie de lEnfant et de lAdolescent
Information Psychiatrique | Year: 2013

Training is a process that guides the intern, thanks to the most subjective assignments possible to transform and not to make one comply or distort. These successive transformations will encourage the hospital intern to gradually abandon their identity as a medical student in order to acquire that of the psychiatrist. We will first of all try to consider the specific identity of the intern in psychiatry and the various stages of the construction of an identity. We will then assess the psychical movements involved in this process, both as regards to the student and the teacher. Finally, we will focus on specific theories in psychiatry, in which the psyche is jointly a basis of reflection and its object, and in particular the impact on the learning process. These considerations will allow us to better understand the risks involved in the training process not only concerning the relationship of the student to the master but also the relationship of the student to knowledge.

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