000			01643cam a2200205 4500500
005			20250121110254.0
041			_afre
042			_adc
100	1	0	_aDemogeot, Nadine _eauthor
245	0	0	_aDifficulties adapting to school and separation anxiety disorders: Contributions of attachment theory
260			_c2015.
500			_a88
520			_aThis exploratory study analyzes the links between separation anxiety disorders and their influences on how children aged six to twelve adapt to school. The original theoretical concepts adopted here refer both to attachment theory and to the psychoanalytical approach. The methodology involves comparing the responses of a control group of twenty children without difficulties at school to those of a clinical group of twenty children suffering from difficulties at school. On the one hand, semi-directive interviews conducted with parents and the questionnaires sent to teachers made it possible to specify the nature of difficulties at school and to identify possible separation anxiety disorders according to the DSM IV-R (2000). On the other hand, results from projective tests confirmed the existence of insecure attachment and of an inability to mentally elaborate separation anxiety among those children in the clinical subgroup.
690			_aseparation anxiety
690			_aattachment theory
690			_aschool adaptation
690			_apsychoanalytical approach
786	0		_nLa psychiatrie de l’enfant | 58 | 1 | 2015-06-01 | p. 163-206 | 0079-726X
856	4	1	_uhttps://shs.cairn.info/journal-la-psychiatrie-de-l-enfant-2015-1-page-163?lang=en&redirect-ssocas=7080
999			_c536840 _d536840