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This analysis focuses on the therapeutic accompaniment of a child who is sometimes inhibited and other times agitated, and who arrives in the session without any initial request. This shows how the cycle of contact is broken right from the start with a healthy excitement that has stalled. The author invites the reader to observe a phenomenological analysis of the phenomena of field, the elements of change in the place of the self. I illustrate this hypothesis with the different phases of the therapeutic management of a young child admitted to a medical-social children’s and adolescents’ diagnosed with behavioral disorders.