Dissertations / Theses on the topic 'Psychiatrie de l'enfant'
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Sechaud, Evelyne Vignaud Mme. "Ruptures en psychiatrie de l'enfant." Paris 5, 1985. http://www.theses.fr/1985PA05A042.
DELEGUE, ANNE. "Les interventions psychotherapiques breves en psychiatrie de l'enfant." Nice, 1994. http://www.theses.fr/1994NICE6503.
HULO, HUBERT NATHALIE. "Le dessin de l'enfant en consultation de pedo-psychiatrie." Angers, 1992. http://www.theses.fr/1992ANGE1072.
Le, Goff Corre Marie-Noe͏̈lle. "Problèmes nosographiques en psychiatrie de l'enfant et de l'adolescent." Brest, 1987. http://www.theses.fr/1987BRES3034.
Winterfeld, Ursula. "Evaluation des pratiques professionnelles : utilisation des médicaments psychotropes chez l'enfant et l'adolescent." Paris 5, 2008. http://www.theses.fr/2008PA05P641.
This thesis investigates prescribing practices of psychotropic medications in children and adolescents in various sectors of care (community setting, paediatric university hospital). We examined the proportion of children covered by the Caisse Régionale d’Assurance Maladie d’Ile-de-France who received antidepressants. We determined the extent of the use of unlicensed and off-label psychotropic medications in hôpital Robert Debré APHP. Furthermore, we analysed the use of psychopharmacotherapy in children and adolescents hospitalised in the psychiatry ward of hôpital Robert Debré APHP. We also presented monitoring and management strategies of psychotropic drug induced side effects in paediatric patients. Our clinical findings provide paediatric hospitals and psychiatric inpatient units with an opportunity to compare and discuss individual psychopharmacological practices
ZMANTAR, ABDELHAMID. "Essais cliniques en psychiatrie de l'enfant : aspects methodologiques et ethiques." Clermont-Ferrand 1, 1991. http://www.theses.fr/1991CLF13822.
Arveiller, Jacques. "La constitution d'un regard professionnel : psychiatrie de l'enfant et education." Caen, 1993. http://www.theses.fr/1993CAEN1113.
Leca, Jean-Pierre. "L'utilisation de l'audiovisuel dans l'enseignement clinique de la psychiatrie de l'enfant." Aix-Marseille 2, 1988. http://www.theses.fr/1988AIX20119.
GRENIER, GAUDIN ANNIE. "L'inhibition psycho-intellectuelle chez l'enfant a 6 a 12 ans : approches clinique et psychometrique." Clermont-Ferrand 1, 1990. http://www.theses.fr/1990CLF13029.
Fouchères, Fabrice. "Evaluation et troubles du développement de l'enfant." Montpellier 1, 1995. http://www.theses.fr/1995MON11085.
Bidal, Françoise. "Le médecin généraliste face aux difficultés de l'enfant." Montpellier 1, 1991. http://www.theses.fr/1991MON11017.
Maffre, Thierry. "Etude expérimentale du Dominique : perspective en épidémiologie psychiatrique chez l'enfant." Toulouse 3, 1992. http://www.theses.fr/1992TOU31548.
Jutteau-Huchet, Aurore. "La schizophrénie chez l'enfant et l'adolescent : intérêts d'un instrument d'évaluation standardisé." Bordeaux 2, 2000. http://www.theses.fr/2000BOR23013.
Amaouche, Ahmid. "Le concept d'inhibition comportementale face a l'inconnu chez l'enfant : donnees actuelles et perspectives." Lille 2, 1993. http://www.theses.fr/1993LIL2M250.
Provost, Dominique. "A propos de la notion de prévention en psychiatrie de l'enfant et de l'adolescent." Université Louis Pasteur (Strasbourg) (1971-2008), 1986. http://www.theses.fr/1986STR1M256.
VERMEERSCH, SYLVIE. "Un enfant, un regard : a propos de la classification francaise des troubles mentaux de l'enfant et de l'adolescent." Lille 2, 1993. http://www.theses.fr/1993LIL2M197.
Spencer, Consuelo. "Transferts et contre-transfert dans la psychose de type schizophrénique de l'enfant." Paris 7, 2014. http://www.theses.fr/2014PA070108.
This work is a research in psychopathology- that focuses on child schizophrenia. It addresses the probiem of children suffering major disruption of their mental life which is not included in the current international classifications (DSM and CIM). The theme developed here is the encounter between clinician and patient, using psychoanalytic models and including the concept of transference psychosis and the principle of transference (a transference psycbosis) immediate and spontaneous in chidren, winch would allow to recognizec the inestimable value of the first interviews. The notions of transference, countertransference and affect are the basis of the reflexion of this work. These concepts differs from psychiatry categories, which far from representing the suffering and the clinical issues associated with the psychopathological' field would be at the origin of the "nosographic entanglement". The methodology used is the analytical play for diagnostic purposes, which would promote the establishment of a brief transference-countertransference linkage but very useful for the implantation of a psychodynamic diagnosis, thatt is, that includes mechanisms, anxieties and fantasies acting Within the child. The results consist mainly on the specificity of the play led by these young patients, by definition strange and always unexpected, and being the heart of the transference phenomenon
VIENNET, BILLOT NATHALIE. "Prevention medico-psychologique chez l'enfant : une experience de jardins familiaux menee a besancon sur deux annees par le service p.m.i." Besançon, 1994. http://www.theses.fr/1994BESA3053.
Pené, Dominique. "La psychose et l'autisme de l'enfant au regard de l'hypothèse de l'asomasie." Rennes 2, 2002. http://www.theses.fr/2002REN20058.
@Following J. Gagnepain and O. Sabouraud 's perspective know as clinical anthropology, autism and childhood psychosis have been treated as a deficient natural capacity. The present work aims to contribute towards the formalisation of the "somasique" function, which causes human beings to differentiate themselves from others and to establish a relationship with their congenerics, essential element in their social participation as egos. In fact this function operates independently from glossological, technique and axiologique capacities which allow access to the Sign, the Tool and the Norm. Thus some pathological manifestations should then be assumed to be symptomatic of a deficient somasique function. Here we demonstrate that various forms of childhood psychosis or autism may not originate from such morbid processes. They may in contrast arise from disorders known as incorporation and impregnation into which pathological manifestations commonly known as borderlines may be involved
Soares, Mesquita Mirka. "Aux frontières de l'autisme infantile précoce et de la psychose infantile : la place d'importance de la psychanalyse dans le champ de la psychiatrie de l'enfant." Paris 13, 2012. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2013_soares_mesquita.pdf.
This study finds its starting point in a phenomenon currently observed in the psychiatric field: the rejection of the term infantile psychosis and psychoanalysis in the name of "scientific psychiatry". We hypothesize that this double retraction gives room for heightened use of the concept of autism and its association with purely biogenetic factors, remarkable for several decades. We believe these changes represent a real danger to the diagnostic and therapeutic practice because autism as psychosis, put in a "lumped", will face with primarily medicine and education supports. This study therefore supports the development of a differential clinic between these two subjective positions. To do this, we rely on three distinct opticals, but still complementary : historical, where we discuss the link between the concepts of autism and psychosis, as well as between psychiatry and psychoanalysis ; structural, which allows us to better understand the nature of the observable phenomena of these two subjective positions ; and clinical which illustrates our questions around the symptomatic confusion between autism and childhood psychosis. We conclude that autistic withdrawal may be present in children which barriers rather follow a structural psychotic logic. The importance of this study therefore is the focus on the recognition of the purified listening to the speech of the subject as an essential element of any management of mental suffering in children
Costantini, Chantal. "Comment des enseignantes d’école maternelle « entendent » le silence de l’élève ? : étude clinique : des questions du chercheur aux questions de recherche." Paris 10, 2008. http://www.theses.fr/2008PA100030.
Emerged in its very early steps from questions by my educational practice, this work is an attempt to catch psychic processes, education policies aimed to help pupils of 3 to speak, are built on. It is psychoanalysis-oriented clinic approach. Its main material is teacher interview analysis. Up to seven interviews have been analysed. The main methodical thread relies on awareness of my countertranferencial feelings. This leads me to my own silence condition and by the way to broader subjects such as quest for origin, exile, mother tongue. This work is divided into 4 parts. “Partie I, Prologue” is a clinic reading of the tale of “La Petite Sirène” as a metaphor for the question of research issue. “Partie II, Le chercheur : sujet et objet d’une recherche clinique ?” examines the unconscious links between researcher and his research object based on my own experience during this work. “Partie III, L’entrée dans la langue de l’école : l’exil de la langue maternelle ?” looks at the school tongue versus mother tongue in terms of the former being foreign to the latter. “Partie IV, L’analyse des entretiens” attempts to infere how teachers “listen to” their pupils silence
LECAVELIER, DES ETANGS-LEVALLOIS MANIELIER NATHALIE. "L'enfant victime de sevices : de la pluridisciplinarite a l'interdisciplinarite ; etude retrospective de l'articulation de l'intersecteur a de pedopsychiatrie de la loire avec ses differents partenaires medico-socio-juridiques dans la prise en charge des enfants victimes de sevices." Saint-Etienne, 1992. http://www.theses.fr/1992STET6404.
Gasc, Bénédicte. "L'enfant hospitalisé en unité protégée : réflexions sur le travail du pédopsychiatre de liaison à partir du vécu des parents et des perceptions des soignants." Montpellier 1, 1997. http://www.theses.fr/1997MON11115.
Curtet, Florence. "Deuil compliqué et dépression, conseil en deuil, perte parentale : étude comparative d'une population de 69 patients hospitalisés en psychiatrie et d'un échantillon de 29 sujets témoins issus de la population générale." Bordeaux 2, 1994. http://www.theses.fr/1994BOR23060.
Tremblay, Marc. "Prédire l'évolution des comportements d'opposition au primaire dès la maternelle?" Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27568/27568.pdf.
Commune, Antonin. "Étude clinique et psychopathologique de la dyspraxie développementale chez l'enfant." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR032/document.
This research is about the comprehension of the psychological functioning (emotional and cognitive) of the children who are carriers of a dyspraxia. The 1st part consists in defining the dyspraxia in the classifications and History. Then 15 children (1 girl and 14 boys) aged from 5 years 8 months to 10 years 11 months have been seen for an extensive psychological exam (Rorschach, TAT, UDN II, Family Drawing, Rey-Osterrieth complex figure, R-CMAS, MDI-C interpreted in a psychoanalytical dimension. Two hypothesis have been put to the test : the dyspraxia is incorporated within a “Limit Pathology of the Child” as defined by the CFTMEA and the dyspraxia leads to a disorder of the thought container linked to a disorder of the plain body feeling. The results allow to discriminate 3 groups of children thus objectifying the dyspraxia figures. Group 1, composed of 4 children, presents a pre-psychosis and a retardness in the cognition organization. Group 2, composed of 7 children, is typical of the dyspraxia ; The children present a “Limit pathology of the child” with an evolution disharmony and a cognitive disharmony. Finally, group 3 is composed of 4 children. They present a functioning close to group 2 but their psychological economy tends to neurosis. They present a cognition investment. The research ends with case studies
Nicolis, Hélène. "Interactions coopératives, processus développementaux et comportements psychopathologiques agis: une approche dynamique." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/221880.
Doctorat en Sciences médicales (Médecine)
info:eu-repo/semantics/nonPublished
Arrieta, Léonardo. "Aux sources des conceptions et pratiques psychiques en psychopathologie. Du début du XVIe à la fin du XIXe siècle : Contribution à l'histoire de la psychopathologie de l'enfant." Paris 7, 2007. http://www.theses.fr/2007PA070092.
Through a clinical psychoanalytical approach, the author presents a historical research about the conceptions and psychic practices in psychopathology, from the beginning of the XVIth century until the end of the X1Xth century. Such a study comes as a contribution to childhood psychopathoiogy history, as it analyses the practices and ideas concerning the history of childhood in France and the psychic troubles regarding this first period of life. From the reading that is advanced, the author recovers some of the specific formal principles of psychic approaches in psychopathology. The historical impact and the limits met through time by this kind of discourses are analyzed in report to the dominant or official theories in psychopathology at each historical period
Grandgeorge, Marine. "Le lien à l'animal permet-il une récupération sociale et cognitive chez l'enfant avec autisme ?" Phd thesis, Université Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00662840.
Konishcheva, Kseniia. "Novel strategies for identifying and addressing mental health and learning disorders in school-age children." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7083.
The prevalence of mental health and learning disorders in school-age children is a growing concern. Yet, a significant delay exists between the onset of symptoms and referral for intervention, contributing to long-term challenges for affected children. The current mental health system is fragmented, with teachers possessing valuable insights into their students' well-being but limited knowledge of mental health, while clinicians often only encounter more severe cases. Inconsistent implementation of existing screening programs in schools, mainly due to resource constraints, suggests the need for more effective solutions. This thesis presents two novel approaches for improvement of mental health and learning outcomes of children and adolescents. The first approach uses data-driven methods, leveraging the Healthy Brain Network dataset which contains item-level responses from over 50 assessments, consensus diagnoses, and cognitive task scores from thousands of children. Using machine learning techniques, item subsets were identified to predict common mental health and learning disability diagnoses. The approach demonstrated promising performance, offering potential utility for both mental health and learning disability detection. Furthermore, our approach provides an easy-to-use starting point for researchers to apply our method to new datasets. The second approach is a framework aimed at improving the mental health and learning outcomes of children by addressing the challenges faced by teachers in heterogeneous classrooms. This framework enables teachers to create tailored teaching strategies based on identified needs of individual students, and when necessary, suggest referral to clinical care. The first step of the framework is an instrument designed to assess each student's well-being and learning profile. FACETS is a 60-item scale built through partnerships with teachers and clinicians. Teacher acceptance and psychometric properties of FACETS are investigated. Preliminary pilot study demonstrated overall acceptance of FACETS among teachers. In conclusion, this thesis presents a framework to bridge the gap in detection and support of mental health and learning disorders in school-age children. Future studies will further validate and refine our tools, offering more timely and effective interventions to improve the well-being and learning outcomes of children in diverse educational settings
Fernandez, Arnaud. "Exploration du profil clinique et génétique des patients atteints de schizophrénie précoce et de leurs apparentés au 1er degré - un protocole d’étude familiale et multicentrique en population française : Protocole GenAuDiss." Electronic Thesis or Diss., Université Côte d'Azur, 2021. http://theses.univ-cotedazur.fr/2021COAZ6010.
Early-onset schizophrenia (EOS) is a rare, severe and neurodevelopmental form of schizophrenia beginning before the age of 18. In order to better understand the complex genetic basis of this disorder, we have developed a pilot project with the main objective of clinically and genetically characterize EOS patients presenting additional neurodevelopmental disabilities. Given the clinical and genetic overlap of EOS with other neurodevelopmental disorders, including Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), we paid particular attention to the genes involved in neurodevelopment.This is a multi-center study carried out from April 2014 to May 2023 in a paediatric population. Inclusion criteria are: age 7-22 years, a diagnosis of EOS (K-SADS-PL DSM-5) with premorbid autistic symptoms (ADI-R 0-5 years) and IQ > 40; parents and siblings are included. Clinical profile explorations are performed using standardized tools (KSADS-PL and PANSS) and included neurocognitive assessments (WISC-V/WAIS-IV), the search for psychiatric co-morbidities, neurodevelopmental disorders and associated extracerebral somatic pathologies. The exploration of the genetic profile consists in identifying genetic mutations by a hierarchical approach searching for Fragile-X Syndrome (PCR), CGH-array and, in case of negativity of the previous examinations, DNA sequencing (exome) in trio (mother, father, child). Finally; we proceed to the prioritization of genes by combining multiple bioinformatics tools.20 subjects were included: 15 boys and 5 girls. The mean age of onset of the disorder was 8.90 years (+/-2.30). Psychiatric comorbidities (DSM-5) were ADHD (15/20 patients), anxiety disorders (14/20) and ASD (13/20). The mean IQ was 70.26 (+/-18.09). Language delay and school disruption were noticed in 18/20 patients. The main associated somatic condition was asthma (15/20 patients). Genetically, we report a 10q26.3 324 kb microduplication in one patient (with familial segregation), encompassing part of the INPP5A gene. We have shown that its homologue 5PtaseI is specifically expressed in the Drosophila central nervous system. Furthermore, we have identified, through DNA sequencing of 9 exomes of patients in trio (27 subjects with mother, father and child) and bioinformatics tools, the presence of variants in genes belonging to the Wnt, cadherin and cholecystokinin signaling pathways.In our EOS patients, we have shown a large clinical heterogeneity with psychiatric co-morbidities and neurodevelopmental disorders systematically associated. INPP5A is expressed in the brain (human, mouse and Drosophila), is highly conserved between species and encodes a InsP3 5-phosphatase whose hydrolysis products mobilize intracellular calcium, essential for the morphogenesis of dendritic spines in neurons. The alteration of this process, by the InsP3/Ca2+ signaling pathway, is found in both schizophrenia and ASD, strengthening the link between these disorders. In addition, we have made the first description of the potential involvement of the Wnt, Cadherin and Cholecystokinin signaling pathways in EOS. The already described involvement of these different pathways in other neurodevelopmental and/or psychiatric disorders underlines the genetic heterogeneity of this disorder. Therefore, elucidating the molecular mechanisms of EOS and paving the way for specific therapeutic interventions will require systematic and large-scale: 1) definition of the precise syndromic diagnosis of EOS with an exact age of onset and determination of the premorbid neurodevelopmental phenotype, psychiatric comorbidities and associated extracerebral somatic pathologies; 2) genetic evaluation using a hierarchical approach up to whole genome sequencing; 3) data sharing between teams on an international scale with the constitution of specific, comparable, genetic, and molecular databases correlated to the precise phenotypes of the different forms of EOS
Fidry, Elise. "Des premiers regards aux premiers mots : une expérience de prévention en périnatalié." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0329.
As part of an early perinatal prevention action, this thesis aims to demonstrate the effects of counseling with the baby and its family. In France, in the Lunévillois (Meurthe-et-Moselle), the frequency of language delay in 4-year-old children is particularly high and reflects the socioeconomic and cultural reality thatcharacterizes this territory. In response to the obvious needs of this sector, the Child Psychiatry in connectionwith the Mother and Child Protection services has developed an action-research program of perinatal prevention,in the framework of the "Inter-regional IV A Programme for Prevention and Promotion of Mental health ".Theaim was to establish regular counseling with families at their home during the first two years of life of the baby,and to observe the effects of that action in three areas: the experience of parenting, early interactions anddevelopment of the child. The thesis has analyzed the observations collected during the field work with families.The evaluation is based on a collection of qualitative and quantitative longitudinal data (n = 49) compared with acontrol population (n = 42).The comparative results show that children who have benefited from the actionresearchdo not have, at the age of two, the language delay observed in the control population and in general theyshow a better psychomotor development. The support has made it possible to reduce the impact of various riskfactors on child development: prematurity, lack of outside care arrangements and lack of father investment. Thelongitudinal results highlight the strong links between the emotional interaction, the progressive construction ofparenting and child development, in infants up to two years of age. They serve to highlight the effects ofcounseling, of the joint observation of the baby and of empathic listening on the whole system, particularly in thepostpartum depression, situations of traumatic experience of birth or emotional deprivation. The strong supportfor the project, the low dropout rate and the positive experience of counseling, indicate the high sensitivity of thefamilies to this form of perinatal action aimed at "taking care"
Sanchez, Valérico. "Devenir de 98 psychoses infantiles aprés leur sortie de l'hôpital de jour des Pins Verts." Bordeaux 2, 1989. http://www.theses.fr/1989BOR25266.
MORENON, VERONIQUE. "Le droit de garde ou de visite de l'enfant lors des separations parentales : role de l'expertise psychiatrique dans la decision judiciaire." Aix-Marseille 2, 1988. http://www.theses.fr/1988AIX20278.
Hasheminezhad, Maryam. "Maladies chroniques psychiatriques et comorbidités neurologiques chez les enfants et adolescents : étude en population sur le recours aux soins utilisant le SNIIRAM." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB013/document.
Chronic psychiatric diseases and neurological comorbidities in children and adolescents
Mazereau, Philippe. "L'école dans le champ français de l'éducation spéciale : 1909-1989 : Les conflits de désignation psychiatrique, pédagogique et psychologique de l'insuffisance mentale de l'enfant." Montpellier 3, 1998. http://www.theses.fr/1998MON30005.
History of special education and especially the place tooken indoors by the school, serve here as a chronological thread to a work of reconstruction which tries to preserve logic's multidiinentionality which is set to work in that field. The study of the description's oppositions, supplie by the bipartit structure in a sector devided, from the very beginning, into school and psychiatric institutions, represents its main argument. Its problematic - producted by the pratice's analysis of a specialised teatcher having worked in a therapeutic establishment- notes the imaginery and epistemological consequences of this subjective implication. Its purpose takes into consideration the interrelational dimension of political. Institutionnal and erudite oppositions, about child mental deficiency, too often jorsaken by school and psychiatry's specific sociologies. The emergence of specific field of special education, at the beginning of the twentieth century, revealed at the same time the political, institutionnal and erudite dimensions of knowledge the child mental ionctionning. In the course of history, social educational and or therapeutic practices, served of resource to the classification's discussions, linking questions about politic and educational methods. As a generic designation, the notion of child mental insufficiency knew many psychiatric, psychological and pedagogical meanings which aim at determining the proportion of educable and remediable. Nowadays debates about school failure account for the contradictory aspect of representations which acknowledge their dependance to a complex system of determinations. Following up the social's construction's principles of abnormality's categories, of maladjustment, of handicap, bring up to date the professionnal and disciplinary aspects of nosographical's representations. Psychiatry, psychoanalysis and psychologies heterogeneous productions refer to their practical and instutionnal roots, even thouth the sterile opposition between science and ideology isnt renewed. So can we hope to determine for the best the social stakes bound by the knoledge's production on child psychism
Casagranda, Léonie. "Évaluation de l’impact d’une consultation médicale de suivi à long terme sur l’état de santé de jeunes adultes guéris d’un cancer pédiatrique (hors leucémie)." Thesis, Saint-Etienne, 2015. http://www.theses.fr/2015STET003T/document.
Introduction - What is the model of long-term follow-up adapted to the expectations and needs of youngadults cured of a childhood cancer? Method – The aim of this study was to estimate the impact of a long-term follow-up care (LTFU) associated self-questionnaire and medical consultation, on the health of young adult survivors of childhood cancer. Young adults with childhood cancer between 1987 and 1992 in Rhône-Alpes-Auvergne were seen during a LTFU medical and psychological consultation (SALTO), which was preceded and followed by a self-questionnaire. Furthermore, the capacity of adaptation of their autonomous nervous system (ANS) was estimated to determine the characteristics of the subjects whose ANS was altered. Results - 207 young adults completed a questionnaire before consultation and 197 of them declared having sequalae, on average each self-reported 3.4 late effects, which was confirmed by a medical observation made at 150 consultations (mean 2.6 observed late effects/subject). After the consultation, about 70 % of the subjects modified their number of self-reported late effects. No particular characteristic was clearly highlighted in people with an altered capacity of ANS regulation but a significant relationship was established between altered ANS and cardiovascular complication (P=0,049). A satisfaction survey showed a very favorable opinion about the SALTO consultation. Approximately 80% of the subjects presenting a psychiatric disorder at the time of the consultation had received no psychological follow-up at this time. Conclusion - Long-term follow-up of young adult survivors of a childhood cancer is necessary, feasible and answers a real need
Roche, Jeanne. "Les fonctions exécutives chez les enfants et adolescents soignés pour une tumeur cérébrale : approche clinique des perturbations en situation d’examen et de vie quotidienne." Thesis, Angers, 2017. http://www.theses.fr/2017ANGE0023.
Neuropsychological sequelae associated with pediatric brain tumors represent a major public health issue.Disorders of executive functions have been identified among these children, but the nature of the impaired processes, recommended evaluation modalities and the impact of demographic and medical variables related to the disease remain unclear. The aim of this thesis was to get a broader understanding of the disturbance profile of the different executive processes in this disease context, comparing performance-based measures and daily life indicators (in both the school and home environment). From this perspective, we have 1) analyzed the executive profile of 171 school age children with a brain tumor in the BRIEF (Behavior Rating Inventory of Executive Function) and 2) examined the association of these indicators with performance-based measures adapted in French in 27 patients matched to healthy children. The influence of clinical variables on the executive profiles was discussed. Broad and variable executive difficulties have been identified in patients’ everyday life (all tumor types and locations) at home as well as school, with also increased difficulties reported by parents in the case of radiation therapy at an early age. Disturbances of executive control are confirmed in direct measures, whose convergence with the questionnaires appears however limited. Based on these results, respective contributions of these two types of tools are discussed in order to understand the executive issue in pediatric brain tumor survivors
Oubrahim, Leïla. "Comportements agressifs réactifs et proactifs et du jugement moral chez des enfants et adolescents présentant une déficience intellectuelle associée ou non à un trouble du spectre autistique." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2016/document.
This PhD work investigates the characteristics of aggressive behavior in people with intellectual disability (ID), with or without autism spectrum disorder (ASD). To do this, we have validated two American Aggressive Behavior Rating Scales, "Children's Scale of Hostility and Aggression: Reactive / Proactive" (Famer & Aman, 2009) and "Behavior Problem Inventory-S". (Rojahn et al., 2012). The results showed good psychometric properties. This allowed us to identify different hetero and auto-aggressive behaviors depending on presence or absence of ASD in the ID. Finally, the study of moral development is relevant to better understand the etiology of aggressive behavior in ID people. Indeed, the results have shown difficulties in the treatment of information (Intent - Consequence) of an event
Richard, Yvonne. "Traumatisme craniocérébral, services de santé mentale et suicide de l'enfance à l'âge adulte : une étude épidémiologique et qualitative de la situation québécoise (1987 à 2013)." Thèse, 2015. http://hdl.handle.net/1866/13912.
Introduction and Literature Review: Recent suicides of veterans and professional athletes have signalled a possible association between traumatic brain injury (TBI) and suicide. Guidelines for management of mental health and suicide prevention in this population remain fragmentary. The objectives of this thesis are to 1) determine whether there is an association between childhood TBI and future suicide, 2) explore whether persons who committed suicide consulted with a psychiatrist in the year prior to suicide and if persons with a TBI consulted more than those without a TBI 3) describe mental healthcare provided in rehabilitation in Quebec to children and adults TBI survivors. Methodology: The epidemiological component consists of a retrospective cohort study of 135,703 children receiving medical services in Quebec in 1987 and followed until 2008. The qualitative component includes a survey of managers of Quebec TBI rehabilitation programs, as well as focus groups with clinicians and interviews with TBI survivors and their caregivers. Results: Our epidemiological study confirms a significant association between TBI suffered in childhood (HR 1.49, 95% CI 1.04, 2.14) in adolescence (HR 1.57, 95% CI 1.09, 2.26) and in adulthood (HR 2.53, 95% CI 1.79, 3.59) and suicide. Despite a higher risk of suicide, people with a TBI who committed suicide did not consult a psychiatrist more often than people without TBI (OR 1.29, 95% CI 0.75- 2.24). According to our qualitative findings, current strengths include good quality of services, but there are weaknesses in access to specialized physicians, routine screening and access to long-term services. Our recommendations include the development of a coordinated approach to mental health, automatic involvement of a case manager and improvement of access to follow-up services after discharge. Conclusion: The risk of suicide is increased in young persons with TBI compared to those without. Well-coordinated and long-term monitoring should be promoted.