94

From Wallon’s motor and mental asynergic syndrome (1925) to Barkley's behavior inhibition deficit (1997), agitation (nervousness) in children has often been related to a difficulty in thinking, organizing and sharing the representations stemming from temporality. The heuristic quality of the theory of dyschronia, as introduced by Gibello (1976), makes it well-suited for thinking about this deficiency in the symbolization of time. Several projective tests (Rorschach, TAT, drawings) were submitted to an unstable, dyschronic young boy. Analysis shows a discontinuity in the boy's capacity for representation. Indeed, if the most obvious evidence resides in the contrast between a minimally expressive Rorschach and a profuse TAT, other more specific signs also reveal his trouble in setting up a stable, imaginary playground, or, more precisely, his lack of continuity regarding transitional phenomena (Winnicott, 1951). Should we therefore imagine a connection between the difficulty to represent transformations (Gibello, 2004) and this deficit in the installation not only of a space but also of a time in which transitions can be represented ?