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| 005 | 20250121064854.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBoë, Emmanuelle _eauthor |
| 245 | 0 | 0 | _aThree Figures of Adolescent Boredom |
| 260 | _c2016. | ||
| 500 | _a48 | ||
| 520 | _aThe feeling of boredom seems to be indissociable with adolescence, and the school domain is its place of predilection. How does this juvenile boredom express itself? We put forward a three aspect model, in relation with temporality and the prevailing aspect of attention. We ask what value boredom assumes depending on the different psychopathological contexts and the evolution of the patient. These questions are discussed drawing on clinical situations encountered at the Relais étudiants-lycéens de Paris in Paris, where the consultation, by its particular configuration including the participation of a teacher, enables, in a privileged way, the link between schooling and the relationship with knowledge to be observed. From thought avoidance to mental function phobia our clinical investigation of the determining factors of juvenile boredom traces the differing variables of thought disorder. | ||
| 690 | _atemporality | ||
| 690 | _athought disorder | ||
| 690 | _amental function phobia | ||
| 690 | _aboredom | ||
| 690 | _aadolescent | ||
| 786 | 0 | _nEnfances & Psy | o 70 | 2 | 2016-07-13 | p. 27-35 | 1286-5559 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfances-et-psy-2016-2-page-27?lang=en&redirect-ssocas=7080 |
| 999 |
_c476881 _d476881 |
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