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This article illustrates the complementarity of a clinical approach and the educative practice within a multidisciplinary team working within a short-term in-care child placement scheme. Understanding the family dimension is particularly important within this educative scheme which requires the advance agreement of the parents. It enables the analysis of the the progress punctuating the evolution of the situation, or its failure when a psychopathological dimension becomes involved in the relationship. The clinical approach supports the educative action, accompanies the parents and organizes the appropriate therapeutic relays. Temporary in-care placement creates a transitional intermediate “space”, a possibility which may be fertile, but which cannot be used in every situation. This discussion is illustrated with short clinical case studies.