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Background/Aim: Negative postoperative changes in children are frequent and have been described for decades. However, there is currently no theoretical framework, nor any consensual operational criteria for identifying them. This study aims at characterizing the many dimensions involved in postoperative behavioral disturbances in early childhood, using a qualitative analysis applied for the first time to these symptoms. Method: Fifty‐seven parents of preschool children (1‐5 years old; 38 boys), who underwent general anesthesia, were interviewed 10 days after surgery. Semi‐structured interviews investigated behavioral disturbances classically described in preschool children. Qualitative analysis of the transcripts allied both deductive and inductive reasoning, and inductive coding was carried out using constant comparison method with dedicated qualitative software. Results: Parents reported both positive and negative postoperative changes. Negative changes were classified in four main categories: (a) Externalizing and (b) Internalizing problems behaviors, (c) Feeding sleeping disruption and (d) Somatic problems, each comprising different sub‐categories. Importantly within these categories, the symptoms distribution changed in 5 years old children, compared to younger children. Finally, our method allowed defining whether these (negative or positive) changes were significant or not, that is, the importance of postoperative behavioral changes. Conclusion: The results of this study highlight the heterogeneity of postoperative disturbances in preschool children. These results are of primary importance for the definition and measurement of postoperative behavioral disturbances.

We performed a cross-sectional study in 450 nonreferred preschool children aged 4 to 6 years to assess the association between hyperactivity/inattention with adiposity and lifestyle characteristics. Measurements included scores of hyperactivity/inattention, adiposity, objectively measured physical activity, television viewing, and eating habits. Higher scores of hyperactivity/inattention were associated with lower percentage body fat, higher levels of physical activity, and less time spent in sedentary activity (all P ≤ .01). However, higher scores of hyperactivity/inattention were also associated with more television viewing and less healthy eating habits (all P ≤ .04). Except for some selected eating habits ( P ≥ .07), those relationships remained significant after adjustment for age, sex, and sociodemographic confounders. To conclude, higher scores of hyperactivity/inattention are linked to different lifestyle characteristics that may in part contribute to a future development of overweight/obesity. Precise mechanisms explaining these associations and possible preventive approaches should be further investigated.

Resume Cet article presente une pratique de consultation psychanalytique developpee par des psychologues travaillant en milieux educatifs et pedagogiques. Les auteurs se referent a des concepts issus de l’ecole de psychanalyse britannique de la relation d’objet pour monter comment le processus de « presence therapeutique » peut ameliorer et enrichir les interventions en milieu scolaire. Les benefices engendres par une « presence therapeutique » sur les lieux scolaires et educatifs et les defis rencontres seront discutes. Des illustrations cliniques ainsi que des exemples issus de notre pratique avec les enfants, leur famille et les professionnels de l’enfance, que ce soit dans les ecoles primaires et secondaires, les garderies, les services specialises ou les lieux de formation serviront d’illustration des concepts theoriques presentes.

Comment comprendre l’agitation de l’enfant telle qu’elle se presente aux parents et aux enseignants ? Dans le cadre d’une recherche universitaire, nous avons propose le CAT a une centaine d’enfants de 7 ans des ecoles de Suisse romande. L’analyse du fonctionnement mental d’un groupe d’enfants agites compare a un groupe d’enfants non-agites permet de degager quelques pistes de reflexion sur la nature de cette agitation.

Resume L’article presente le modele de la formulation de cas pour l’evaluation psychologique de l’enfant et de l’adolescent. La formulation de cas s’est developpee en reponse au diagnostic psychiatrique qui peut etre percu comme une approche reductionniste du fonctionnement psychique. En Europe, de nombreux psychologues cliniciens ont adopte ce modele, qui a initialement ete developpe par les psychotherapeutes d’orientation cognitivo-comportementale, et l’ont adapte a leur pratique respective. Ce modele, aujourd’hui bien ancre dans la pratique clinique quotidienne, consiste a elaborer differents regards theoriques integrant les resultats de la recherche scientifique pour favoriser la comprehension d’un cas clinique. Ce modele s’inscrit parallelement dans une approche centree sur les preuves et dans une pratique reflexive de la clinique. L’objectif de la formulation de cas est d’elaborer des hypotheses et de proposer des traitements adequats. La famille est toutefois integree dans le processus de discussion et de prise de decision, ce qui permet de renforcer l’alliance therapeutique. Cet article presente les trois courants theoriques les plus utilises dans la formulation de cas : les approches cognitivo-comportementale, psychodynamique et systemique. L’utilisation d’une seule et meme vignette permettra de montrer la pertinence du modele et la complementarite des differentes approches cliniques.

Aim: The psychoanalytic theories of Bion, Anzieu, Berger, and Gibello postulate that the development of thinking depends upon the formation of a psychic space. This thinking space has its origin in the body and in our interpersonal relations. This study aims to validate this psychodynamic hypothesis. Method: A group of 8- to 14-year-old children participated in this research. The presence of a thinking space was operationalized by the Barrier and Penetration scores on the Rorschach’s Fisher and Cleveland scales, and intellectual efficiency was measured using a short version of the WISC-IV. Results: Results show that extreme scores on the Barrier and Penetration variables predict a lower intellectual level than average scores on the same variables. Conclusion: The development of thinking and personality are undoubtedly linked and the Barrier and Penetration variables are useful measures when evaluating the development of a space for thought.