| 000 | 01385cam a2200241 4500500 | ||
|---|---|---|---|
| 005 | 20250121065016.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBoë, Emmanuelle _eauthor |
| 700 | 1 | 0 |
_a Gilloots, Marie _eauthor |
| 700 | 1 | 0 |
_a Perret, Anne _eauthor |
| 245 | 0 | 0 | _aThe lockdown: A generalized latency? |
| 260 | _c2020. | ||
| 500 | _a63 | ||
| 520 | _aWe have shared our clinical experience with adolescents during the lockdown period in the context of two teams of carers and an education team in an open environment. We have insisted in particular on the effect of the lockdown in our relations to space and time, which we have called the effect of “generalized latency”. A number of clinical vignettes have enabled us to show its harmful effects but also its potential for creativity and change. Finally, we have tried to describe the institutional effects of this period and how it calls settings and practices into question as well as the use of the digital tools that it has widely promoted. | ||
| 690 | _aautism | ||
| 690 | _aeees syndrome (Excessive Early Exposure to Screens) | ||
| 690 | _achild development | ||
| 690 | _acars | ||
| 690 | _aOverexposure to screens | ||
| 786 | 0 | _nEnfances & Psy | o 87 | 3 | 2020-12-21 | p. 39-49 | 1286-5559 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfances-et-psy-2020-3-page-39?lang=en&redirect-ssocas=7080 |
| 999 |
_c477138 _d477138 |
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