82

Any jurist will tell you: not all parents are competent. Nevertheless, many child service professionals are tempted to approach parenting through the simplistic lens of “parenting skills.” Has the time come to create a parenting diploma? If so, would it involve adapting training to the pseudo-ethics of expertise and the evaluation of skills? Should professionals and their training not question what they commit to in their function, as well as the practical yet reductive “reference skills”? We shall see that these questions must always remain open, at the risk of undermining an ancestral mission: contributing to the construction of the subjectivity of the small man.