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Quel est le sujet de la psychiatrie ? Professionnelles du service de psychiatrie de l'hôpital d'instruction des armées Sainte-Anne à Toulon, nous avons eu l'idée de formuler une première réflexion à trois, entre psychomotricienne, psychologue et psychiatre, autour du soin en psychiatrie, en supportant les nuances voire les divergences de nos pratiques. Notre présent travail ne prétend pas mener à une pensée univoque ; il s'impose d'une volonté de soutenir la nécessité d'une continuité des soins, du travail en commun, du décloisonnement des différents espaces où est entendu le sujet, devant la discontinuité qui touche aujourd'hui la psychiatrie en France. Notre fil rouge sera le transfert comme instrument nécessaire pour que puisse se produire dans la rencontre une parole inédite. What is psychiatry about? As professionals in the Department of Psychiatry of the Sainte-Anne Army Hospital in Toulon, we decided to formulate an initial three-way discussion between psycho-motor specialists, psychologists and psychiatrists on the subject of psychiatric care, bearing in mind the nuances and even the divergences in our practices. Our current work does not claim to lead to unequivocal thinking; it is based on a desire to support the need for continuity of care, for working together, and for decompartmentalizing the different areas where the subject of psychiatry is relevant, especially in light of the discontinuity that is present in the practice of psychiatry in France today. Our common thread will be transference as a necessary element so that this encounter can develop an unprecedented form of expression. [ABSTRACT FROM AUTHOR]

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This study compared the differential effects of focused and comprehensive written corrective feedback (WCF) on the accuracy of revision and new pieces of writing. It also examined whether the effects depended on feedback sub-types. Data were collected from 87 Grade 6 students in an intensive English program over seven sessions. Students were first divided into three groups: two treatment groups and one control group. The treatment groups were then divided into three subgroups based on three feedback sub-types (i.e., direct, indirect underline, and indirect metalinguistic cues). Students produced three pieces of writing, revised them, and produced new writings. Findings revealed that both focused and comprehensive feedback types improved learners' accuracy of revision and subsequent writings, and focused feedback was more effective than comprehensive feedback. The effect of both feedback types, however, varied across writing sessions. Additionally, an interaction of comprehensive feedback and feedback subtypes was found on the accuracy of revision. [ABSTRACT FROM AUTHOR]

As there is a lack of regulations on pesticide levels in crude oils, this study aimed to evaluate transfer factors for extrapolating concentration limits established for maize kernels to the crude oils extracted from their germs. Maize kernels were spiked with 4 organophosphates insecticides (chlorpyriphos, chlorpyriphos-methyl, fenitrothion, pirimiphos-methyl), 2 pyrethroids (cypermethrin and deltamethrin) and a pyrethroid synergist, piperonyl butoxide (PB) targeting a dose of 1 mg/kg grain. The kernels were transformed in a pilot starch-mill to separate the germs (wet-milling) then these germs underwent an oil extraction process in a mini-pilot comprising a thermal conditioning stage, a mechanical extraction followed by a solvent extraction and a desolventization-toasting stage for the meal. Analyses were carried out by gas chromatography coupled to MS/MS detector. The pesticides content was measured on kernels, spiked kernels, germ, crude oil and meal. Surprisingly, a significant difference in behavior was observed between organophosphates and pyrethroids in the transition from grain to germ. For the former, the applied pesticides were recovered at levels between 48% and 81% in the germ, compared to only 9–11% for the latter and 31% for PB. It has been shown by means of acetonitrile washing on spiked seeds that the pyrethroids remained bound to the hydrophobic cuticle of the grains. On the other hand, from the germ to the oil, the initial hypothesis of an almost total transfer of the pesticides in the fat fraction of the material was confirmed. The germ to meal concentration ratios were on average 0.019, 0.065 and 0.109 for organophosphates, PB and pyrethroids respectively. In the same order, the concentration ratios between germ and crude oil were 1.87, 1.98 and 2.17. Grain to final oil transfer factors ranged from 7.4 to 12.7 for organophosphates, 4.8 for PB and 1.4 and 1.7 for cypermethrin and deltamethrin respectively. [ABSTRACT FROM AUTHOR]

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Résumé: En oncologie, l'antalgie est un enjeu majeur de la prise en charge du patient. La « Patient-controlled analgesia » est une méthode permettant au patient de gérer lui-même sa douleur, mais elle n'est pas toujours applicable en cas de transfert des patients. L'objectif de ce travail a été de valider l'utilisation d'un dispositif portable d'intérêt permettant de mimer l'action de pompes électriques pour deux molécules : morphine et oxycodone. Des études de stabilités ainsi que la vérification de la conformité des spécificités vis-à-vis du débit ont été étudiées, en parallèle une réflexion sur le circuit de dispensation a été menée. Les deux molécules sont stables sur une durée d'au moins 30 heures. Une conformité de la valeur des débits a pu être montrée. Le circuit « prescription – dispensation – administration » a été définit et sécurisé. Ceci a pu permettre de valider et de mettre en place l'utilisation de ce dispositif. In oncology, analgesia is a major issue in patient management. "Patient-controlled analgesia" (PCA) is a method that allows patients to manage their own pain, but it is not always applicable when patients are transferred. The objective of this work was to validate the use of a portable device allowing to mimic the action of electric pumps use for PCA. For this purpose, two drugs were studied and analyzed. Stability studies, as well as the verification of the conformity of the specificities with regard to the flow rate were studied, in parallel a reflection on the dispensing circuit was carried out. Both molecules are stable for at least 30 hours. Compliance of the flow rates was demonstrated. The "prescription – dispensation – administration" circuit was defined and secured. These tests allowed us to "validate" this device and to use it in real life. [ABSTRACT FROM AUTHOR]

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The work of supervision in psychomotricity is the place of the psychic élaboration of clinical exercice. It is based on the listening and the enlightening of an experienced psychomotrician psychoanalyst or at least oriented in psychoanalysis, amongst a group of peers or by oneself. It allows one to take distance, and grasp bodily and verbal transfers and counter-transfers specific to the patients's care. It supports the professionnal in the affirmation of his or her identity and in refining his or her personal style. To the professional, supervision is a posture of observation of his or her engagement as much as of the engagement of the patient, his family and the institution. A posture that the professionnal acquires and appropriates. [ABSTRACT FROM AUTHOR]

The relationship between transference and feminine in psychoanalysis arises from the discovery of transference, in which, in Dora's case, the presence of the feminine is not only because it is a woman but due to the stumbling blocks in the handling of the case, which caused Freud postulated transference precisely in what the method had failed, revealing the erotic dimension present in every treatment. This revelation is made not only by the content worked by Freud in this case but by the mystery of femininity, which placed itself to Dora and Freud himself. Dedicating itself to this first moment, in which the feminine appears in the transference bond, this article investigates the answers given, from Freud to Lacan, to the feminine that poses as a constant interrogation to the limits of the phallic signifier and, without departing from it, reveals a not-all phallic position that can contribute to the management of transference. [ABSTRACT FROM AUTHOR]

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Cet article introduit son propos en relatant l'épidémie de peste dans la Grèce antique pour montrer l'impact de l'environnement sur l'humain et ses incidences fantasmatiques collectives. Face à la pandémie du Covid-19, les mesures de protection sanitaire imposent des modifications de nos pratiques cliniques. Face au caractère inédit de cette situation, le psychothérapeute en libéral est amené à repenser certains aspects du cadre de sa pratique afin de préserver le fil de la relation transférentielle. Les auteurs développent une réflexion clinique sur le cadre clinique en période de pandémie en explorant notamment la dynamique des séances par téléphone. Pour des entretiens au téléphone, la question de l'enveloppe sonore est centrale, notamment quant à la fonction psychique du silence. Davantage qu'en nous appuyant sur des cas cliniques au déroulement long, nous choisissons d'illustrer notre propos avec de courtes vignettes, plus à même de représenter la variété des nouvelles situations cliniques rencontrées et des interrogations qui les accompagnent. To deal with the Covid 19 pandemic, health protection measures require changes to our clinical practices. Faced up with the unprecedented nature of this situation, the liberal psychotherapist is led to rethink some aspects of the framework of his practice in order to preserve the thread of the transferential relationship. The authors develop a clinical reflection on the clinical setting in a pandemic period by exploring in particular the dynamics of telephone sessions. For telephone interviews, the question of the sound envelope is central, in particular regarding the psychic function of silence. We choose to illustrate our point with short vignettes than by relying on long-term clinical cases, more likely to represent the variety of new clinical situations encountered and the questions that accompany them. This article introduces his point by recounting the plague epidemic in ancient Greece to show the impact of the environment on humans and its collective fantasy implications. Being faced up with death, contamination, the invisible enemy brings out a palpable concern. It is indeed quite remarkable that these same reactions and concerns in front of death caused by the pandemic match whith what is related by Thucydides who survived the plague, which affected Athens during the Peloponnesian War. In another context, Winnicott highlights the place and importance of the therapeutic environment. It is both a question of adjusting the framework according to the context while maintaining certain intangible aspects representing the permanence of the link and its framework. A framework cannot exist without being kept, which is equivalent to thinking of the framework above all as an internal framework, questioning the clinician about what he values and what he makes sense in his practice. In the current context, these questions arise from the perspective of a certain flexibility, depending on the human context (child, adolescent, consultations, etc.) or external context (crisis linked to a virus, etc.) showing that it is more than never question of exercising on a case-by-case basis, taking into account changes in the environment. The initial observation during this period of confinement concerns the fact that some patients contact a therapist for the first time by telephone and wish to initiate psychotherapy (during this period) when they explain that such an initiative was not possible. despite the difficulties already encountered in the past. But there is also the opposite case: patients who have no intention of continuing the work already started during this time. Thus, faced up with the injunction of confinement, they show themselves in the psychic impossibility of following the treatment by other means such as, for example, telephone sessions. In this perspective, the silence on the phone takes on a different tone; silence reveals itself to be a source of greater anxiety than in presence: the presence of bodies, of its movements perceptible as imperceptible, of a gesture that carries or accompanies the senses, breathing, the visual context of the office and of its "decor", represent as many essential elements in the usual capacity of the frame; in the absence of these basic sensory elements, silence can be experienced as a void, or even a gap in the bond, opening Pandora's box of paranoid fantasies acting unconsciously. If silence is representative of the whole framework, it promotes in this context the partialization of the clinician's body reduced to one ear and not to a whole body. Here, it is the change of framework that mobilizes the difference, established by Mr. Klein, between the partial and total object; this circumstance neo-framework could therefore call for regressive movements, undoing the silence of its symbolic function when the bodies are present. [ABSTRACT FROM AUTHOR]

Copyright of Annales Françaises de Médecine d'Urgence is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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What does the expression «teacher's difficulty» refer to: a difficulty in teaching, a learning difficulty perceived by the teacher or a learning difficulty perceived by the student? We rely on the clinical didactic vignette of Viviane teacher of French and four of his students in vocational high school during a writing sequence (from verbatim courses, interviews semi-directed and texts produced by students). The congruence between the three levels superimposed behind this«teacher's difficulty» is not always present and suggests that it would exceed the strict knowledge and would be connected with the subjects of the situation. With the framework of clinical didactics, considering the Freudian unconscious, we propose to examine the part of transfer in this difficulty. This would help to think of it as a motor of the relationship, explorable in teacher training. [ABSTRACT FROM AUTHOR]

While the prohibition of touch is at the center of the psychoanalytic device, the therapeutic work with adolescents singularly remobilizes the conceptualization of its framework and process. What to say then when the therapist is pregnant? The question of the body is at the heart of the work of subjectivation, both in its sensory and genital aspects. This is what we will work on in this paper by analyzing the course of a therapy with a young teenager, Mila, in whom the image of the body is fragile, attacked from outside and from within. She will put it into action by putting herself in danger, by marking the body with make-up, piercings and presentations of outfits that are ambiguous as to the gender, animal outfits, etc. Since she was drawing a lot during the sessions, we were able to study the projective movements of her image of the body as well as sensory and sensory elements contained in the contact with the paper. During her therapy, the fact that I was pregnant remobilized her archaic anchors and allowed her to rework the constitution of her bisexual psychic envelope. The attention paid to an invisible but present body led to a hallucinatory work, in the sense of a dream work that resulted in a dream reported in a session and repeated in a significant way during her therapy, on an anniversary date. In the same way, we will think about the revealing effect, at the time of my maternity leave, of early confusions between the psychic envelopes of the mother and the girl. [ABSTRACT FROM AUTHOR]

Résumé But de l'étude Les patients souffrant d'un syndrome coronarien aigu sans sus-décalage du segment ST justifient d'une prise en charge spécifique dans un hôpital doté d'une unité de soins cardiologiques intensifs. Dans notre département, ces transferts sont souvent assurés par le Samu. Néanmoins nous nous interrogeons sur le rationnel d'une médicalisation quasi-systématique de ces patients. Patients et méthode Nous avons cherché à authentifier le besoin de médicalisation de ces patients par le biais d'une étude prospective incluant tout patient présentant un syndrome coronarien aigu non ST+ pris en charge dans un des hôpitaux périphériques du département et transféré sur le centre hospitalier de La Roche-sur-Yon. Nous avons noté toutes les complications survenues pendant le transfert et le cas échéant quand ces complications ont nécessité une intervention médicale. Résultats Sur 226 patients inclus, 19 présentaient une forme compliquée de syndrome coronarien aigu non ST+. Sur les 207 autres patients, 16 (7,7 %) ont présenté une complication pendant le transfert parmi lesquels 5 ont eu une intervention médicale, dont aucune n'était immédiatement vitale. Néanmoins, l'analyse statistique n'a mis en évidence aucun facteur péjoratif qui soit significatif. Conclusion Le faible taux de complications survenant pendant le transfert des patients initialement stables nous incite à limiter nos indications de médicalisation au profit des seuls patients instables ou ayant une complication de leur SCA non ST+. Abstract Aim of the study Patients with non ST-segment elevated acute coronary syndrome justify specific management in a hospital with an Intensive Cardiac Care Unit. In our area, these transfers are often provided by the Emergency Medical Service. Nevertheless we wonder whether a quasi-systematic medicalization of these patients is rational. Patients and method We tried to authenticate the need for medicalization of these patients through a prospective study including any patient with acute non-ST elevation Coronary Syndrome managed in one of the peripheral hospitals of the area and transferred to the major hospital center in La Roche-sur-Yon. We noted all the complications that occurred during the transfer and, if need be, when these complications required medical intervention. Results Out of 226 patients included, 19 had a complicated form of acute non-ST elevation Coronary Syndrome. Out of the remaining 207 patients, 16 (7.7 %) showed a complication during their transfer, 5 of which underwent a medical intervention, none of which was immediately vital. Nevertheless, the statistical analysis did not highlight any significant worsening factors. Conclusion The low rate of complications occurring during the transfer of initially stable patients encourages us to limit our indications of medicalization in favour of only the unstable patients or having a complication of their non-ST elevation acute coronary syndrome. [ABSTRACT FROM AUTHOR]

Résumé Objectif Nous partons de la constatation clinique suivant laquelle les difficultés des apprentissages rencontrées sous l'appellation des « dys » et des troubles d'apprentissages dans les classifications de pédopsychiatrie contemporaine internationale peuvent être consubstantielles de l'émergence des phénomènes d'inquiétante étrangeté chez l'enfant. L'objectif de cet article est d'interroger la place de ces phénomènes au moment de l'entrée dans la lecture et dans l'écriture, moment pendant lequel résonne la réactivation de la perte originaire qui a permis l'entrée du sujet dans le langage et dans la parole. Méthode Cet article est ordonné autour de trois axes : (a) un repérage théorique dans le champ actuel de la pédopsychiatrie autour de ces questions psychopathologiques ; (b) l'expérience clinique avec l'exemple de jeunes enfants qui présentent des difficultés d'apprentissages et qui ont été en psychanalyse ; (c) une confrontation de la clinique contemporaine relative aux difficultés des apprentissages au regard des outils et concepts métapsychologiques. Résultats À partir de ces développements, la fonction de l'inquiétante étrangeté peut éclairer les difficultés des apprentissages pendant la période de latence. Plus précisément, les difficultés pour apprendre peuvent résulter de l'atteinte de la dynamique hallucinatoire inhérente aux phénomènes d'inquiétante étrangeté à l'endroit où la représentation mnémonique se voit inapte à absorber l'excès de la sexualité libérée au réveil du souvenir. Discussion Cet article explicite le surgissement des phénomènes d'inquiétante étrangeté d'ordre hallucinatoire au moment où la fragilité du refoulement n'a pas encore doté l'enfant d'une image du corps une et fermée sur elle-même. Ainsi, les activités de lecture et d'écriture peuvent devenir le lieu où la pensée se dévoile transparente à elle-même et où le texte peut se transformer en une scène d' unheimlich (Freud). Une telle approche introduit la place de la dynamique hallucinatoire du fonctionnement psychique, notamment concernant la période de latence. Conclusion L'inquiétante étrangeté se ramène ainsi à cette suspension de jugement relative au sexe, à ce litige quant à savoir si l'incroyable n'est tout de même pas réellement possible. Abstract Aims The starting point is the observation that learning difficulties, often coming under terms with the prefix "dys", and learning disorders contained in the international classifications of child psychiatry, can be consubstantial with the emergence of phenomena relating to "the uncanny" in children. The aim of this article is to explore the place of these phenomena in the period when the child starts to learn to read and write, which is a time when the original loss that enabled the subject to appropriate language and speech is reactivated. Methods The article pursues three lines of approach: (a) a theoretical overview in the area of contemporary child psychiatry on the subject of these issues; (b) clinical experience, with examples of young children with learning difficulties seen in psychoanalysis; (c) confrontation of contemporary clinical practice in the area of learning difficulties with the tools and concepts of metapsychology. Results In line with these considerations, the function of the uncanny can cast light on learning difficulties in the latency period. More specifically, learning difficulties can result from damage to the hallucinatory dynamic inherent in the phenomena of the uncanny where the representations of memory are unable to absorb the excess sexuality unleashed when the memory is revived. Discussion This article describes the appearance of "uncanny" phenomena of a hallucinatory nature at a time when repression is vulnerable and has not yet provided the child with an image of the body that is unique and closed in on itself. Thus the activities of reading and writing can become the setting in which thought becomes transparent to itself, and where the text can become a scene of unheimlich (Freud's "uncanny"). This approach highlights the role of a hallucinatory dynamic in psychic functioning, in particular for the period of latency. Conclusion Thus the uncanny becomes the suspension of judgment relating to sex, and the difficulty in knowing whether the unbelievable is not in fact really possible. [ABSTRACT FROM AUTHOR]

Le corps est la voie primordiale dans le processus d’énonciation, mais reste encore (trop) souvent corps étranger dans le processus d’enseignement/apprentissage des langues étrangères. Or entrer dans une langue étrangère, se l’approprier physiquement, sonner juste dans une autre langue, précisément pour qu’elle ne soit plus étrangère, implique un travail sur le corps, peut impliquer un transfert de corporéité. Oser les pratiques de corps dans la classe de langue : voie incontournable pour éviter les voix dissonantes. Dare the body voice Abstract: Focusing and working on the body is inescapable in the process of enunciation, but unfortunately not sufficiently put into practice in language learning. Speaking a foreign language, being attuned in that target language, i.e. to sound as close as possible to a native speaker, implies to work on the body physically as well as mentally, which means dealing with representation because of the transfer of identity the user may experience. Dare the body voice for a body change when switching from a language to another is a necessary direction the teacher ought to lead the learners to work on.

This paper reflects about impasses and possibilities of the psychoanalytic clinic in an oncological hospital. The analysis of two clinical vignettes revealed that this kind of work is influenced by both clinical and institutional factors. To conclude, we point out that it is part of the analyst's task to draw the attention of the medical team to the singularity of the subject as far as possible, so that it may be included in the treatment. [ABSTRACT FROM AUTHOR]

This paper reflects about impasses and possibilities of the psychoanalytic clinic in an oncological hospital. The analysis of two clinical vignettes revealed that this kind of work is influenced by both clinical and institutional factors. To conclude, we point out that it is part of the analyst's task to draw the attention of the medical team to the singularity of the subject as far as possible, so that it may be included in the treatment. [ABSTRACT FROM AUTHOR]

In the Walloon region (Belgium), agricultural soils close to a former ore smelter were affected by atmospheric deposition contaminated by cadmium (Cd), lead (Pb), and zinc (Zn). To study the effect of these contaminations on the quality of agricultural productions, a study of the transfer from soil to a cereal crop, barley (Hordeum vulgare L.) was carried out on one of these contaminated areas and an uncontaminated control area. Eighteen barley samples were taken in contaminated areas; 10 were sampled in the control area, and each was subdivided into three subsamples (stem, ear, and seed). A sample was taken from topsoil horizon (0 to 20 cm) at the location of each plant sample. Available and pseudo-total concentrations of trace and major elements as well as pHwater, pHKCl, total organic carbon, and total nitrogen were measured on the soil samples. Concentrations of Cd and Zn were measured in the seed, ear, and stem. The concentrations of Cd and Zn that were measured in the harvested plants in the contaminated zone are 2 to 9 times higher than those measured in the control barleys. There are few relationships between Cd concentration in seeds (CdSeed), Zn concentration in seeds (ZnSeed), and soil properties apart from available and pseudo-total soil levels of Cd and Zn. Using a Cate-Nelson analysis, CdSeed was estimated at 0.027 mg Cd/kg of dry matter (DM) for pseudo-total soil Cd levels ranging from 0 to 1.23 mg/kg, and at 0.118 mg Cd/kg DM for pseudo-total soil Cd levels ranging from 1.24 to 6.87 mg/kg. ZnSeed is estimated to be 19.2 mg/kg of DM for soil ranges from 0 to 131 mg/kg of pseudo-total Zn, and 40 mg/kg of DM for soil ranges from 132 to 570 mg/kg of pseudo-total Zn. However, an estimate of the transfer of Cd and Zn remains complex in these multi-contaminated soils. [ABSTRACT FROM AUTHOR]

Résumé Cet article porte sur l’analyse de la relation entre l’éducateur spécialisé et l’enfant dont il est référent, dans un contexte de placement familial. À partir de la théorie de l’attachement croisée avec une approche psychodynamique, nous nous sommes demandés dans quelle mesure l’éducateur spécialisé exerçant dans le service de placement familial à l’Aide Sociale à l’Enfance entretiendrait une relation d’attachement spécifique avec l’enfant et en quoi cette relation d’attachement alternative serait susceptible de favoriser chez le professionnel l’expression d’éléments d’insécurité d’attachement, du fait de son exposition répétée à des situations où l’attachement est majoritairement de type insécure . À partir de données quantitatives et qualitatives obtenues auprès d’enfants placés en famille d’accueil ( n = 4) (Cartes pour le Complètement d’Histoire, le RQ et le Ca-mir) et leurs éducateurs référents ( n = 4) (l’Edicode et l’Auto-questionnaire de perception des relations), il ressort que la relation d’attachement spécifique favorise chez l’enfant l’expression d’éléments de sécurité d’attachement de son système supposé désorganisé sur fond de mouvements de transfert et de contre-transfert importants. Objectives To our knowledge, there is not a lot of research to understand relationship between educator and child in foster care context analyzed by the attachment theory and a psychodynamic approach. For that, we will think about dynamics of this relationship in this specific institution with this approach complementary. We will ask ourselves to what extent educator has a specific attachment relationship with child placed in foster home. Reciprocally for professional we will ask how this alternative attachment relationship promoted an insecure attachment expression, and what is link with his caregiving compulsive system. To better thinking about complexity of this relational dynamic between two protagonists of this meeting, we will suppose existence of counter-transference phenomena for professional. For child, we will suppose existence of transference phenomena. Patients or materials and methods For this study we have eight subjects divided into two main conditions (educators and children placed in foster care). The tools used to measure professional's attachment are Edicode which is an interview inspired by Adult Attachment Interview and the relationship questionnaire (or RQ). We will evaluate counter-transference by a clinical interview experimental research semi-structured of thirty items. To measure children's attachment we used these instruments: the CCH, the RQ and the Ca-mir. Transference will be experimentally evaluated through a clinical interview semi-structured search and by drawing test. Results For children, results show an attachment insecurity and transference phenomena expression. In addition, results demonstrate existence of an attachment relationship between children placed with their educators, these last thus constituting for them a figure of alternative attachment. For professionals, we find different results depending on the instruments used. In more Edicode shows attachment insecurity and counter-transference phenomena. Conclusions In our view, lack of attachment disorganization among children could be explained on the one hand, because of the small size of our sample and secondly because lack of sensitivity on our instruments on this type of attachment. For that, we believe necessary to strengthen methodology by other measuring instruments such as the use of Edicode for children from 10–12 years. Moreover, we think that kind of attachment is important to understand secure base among children placed. About educator we feel it would be an alternative attachment figure and we question about his secure base, namely to what extent this security base would be dependent on construction of that child. Finally we believe that study concern of educator's attachment must be articulated with a psychodynamic approach by introducing two concepts that we consider key in his understanding: the process of parentification and the notion of repair (in Klein's view). [ABSTRACT FROM AUTHOR]

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The question of learning developed in the framework of associations activities is according Schugurensky (2013) a subject little studied. In this context, this article aims to contribute to research on volunteering in its educational dimension. From two surveys, a questionnaire and semistructured interview, we tried to understand what skills acquire volunteers and what potential uses they make of these skills in other contexts of life. The results show that volunteers develop new competencies, nourished by learning "by action". The competencies merge, combine and transform into a "new" experience with different uses. So, voluntary activity brings the elements of personal and professional development for those who practice it. [ABSTRACT FROM AUTHOR]

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