Le partenariat entre l’école et la pédopsychiatrie au service de l’enfant dit « hyperactif » ou comment un élève indiscipliné devient un élève handicapé. Quelques questions éthiques (notice n° 804210)
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| control field | 20250123123125.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ronchewski Degorre, Stéphanie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le partenariat entre l’école et la pédopsychiatrie au service de l’enfant dit « hyperactif » ou comment un élève indiscipliné devient un élève handicapé. Quelques questions éthiques |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 90 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | À l’heure où l’école s’interroge sur son autorité face à l’indiscipline grandissante de ses élèves, la pédopsychiatrie enregistre une hausse des cas diagnostiqués hyperactifs. Entre un élève un peu turbulent et un enfant reconnu porteur du « handicap » nommé par le DSM-V « TDAH » (trouble du déficit de l’attention avec ou sans hyperactivité), il n’y a pas de confusion possible, mais entre ces deux extrêmes il existe des variations qui interrogent en son cœur le passage du normal au pathologique. Si un certain nombre de situations demeurent problématiques, la création d’un partenariat entre l’institution scolaire, la pédopsychiatrie et les organismes relevant du sanitaire et social encourage un tel diagnostic à l’aide de tests qui, comme le test de Conners, visent à quantifier des écarts de comportement. Ainsi l’enseignant ayant recours à ces questionnaires se fait « auxiliaire paramédical », en retour de quoi les autorités médicales, sanitaires et sociales apportent une réponse où le médecin lui-même peut être placé en position de « conseiller pédagogique ». Ce « partenariat » soulève alors une série de questions éthiques : ne cherche-t-on pas la réponse à un problème disciplinaire dans la pathologisation d’un comportement ? Que signifie pour l’école ce transfert d’autorité ? Comment respecter les responsabilités de chacun (enseignants, personnels médicaux, parents et surtout enfant) ? Comment préserver la vie privée de l’enfant si sa prise en charge personnelle est collective ? Comment tenir compte de sa vulnérabilité si tout concourt à réduire son « hyperactivité » ? Quelle conception du « soin » est à l’œuvre face à cet enfant qu’il faut calmer à tout prix ? S’agit-il du souci d’un être fragile, d’une réponse thérapeutique ou d’une normalisation ? |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | At a time when schools are questioning their own authority in the face of a growing lack of discipline among students, child psychiatry has seen a rise in diagnoses of hyperactivity. It is impossible to confuse a rather unsettled child and one who has been recognized to have the “disability” that the DSM-V calls “ADHD” (Attention Deficit Disorder with or without hyperactivity). But there are variations between these two extremes that raise fundamental questions about the passage from the normal to the pathological. While a number of situations are still problematic, the creation of a partnership between schools, child psychiatry, and health and social organizations encourage such diagnoses through tests, like the Conners scale, which aim to quantify behavioral differences. Teachers who use these questionnaires act as “paramedical assistants”; meanwhile, medical, health, and social authorities provide responses in which the doctors themselves may play the role of “educational advisor.” This “partnership” raises a series of ethical questions: Are we trying to answer a disciplinary problem by pathologizing a behavior? What does this transfer of authority mean for schooling? How can we respect the responsibilities of all involved (teachers, medical staff, parents, and especially children)? How can we maintain the child’s privacy if their personal care is undertaken collectively? How can we recognize their vulnerability if everything conspires to reduce their “hyperactivity”? What conception of “care” is at work when dealing with a child that must be calmed at all costs? Does all this amount to care for a fragile being, a therapeutic response, or normalization? |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | élève |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédopsychiatrie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | soin |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | handicap |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | indiscipline |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | agitation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | test de Conners |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éthique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Hyperactivité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | norme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | care |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | unruly |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | disability |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ethics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Conners scale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | hyperactivity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | agitation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | norm |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | child psychiatry |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La psychiatrie de l'enfant | 62 | 2 | 2019-11-29 | p. 369-393 | 0079-726X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-psychiatrie-de-l-enfant-2019-2-page-369?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-psychiatrie-de-l-enfant-2019-2-page-369?lang=fr&redirect-ssocas=7080</a> |
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