Cliopsy | Cairn.infohttps://shs.cairn.info/build/assets/cairn-B7RWiji2.pngtag:cairn.info,2005:rss/revue/E_CLIOPCairn.info 20262025-10-14T00:00:00+02:00tag:cairn.info,2005:numero:E_CLIOP_034<![CDATA[
Clinical analysis of professional practice: What are the prospects
today?
| Cliopsy
(2025/2 n° 34)
]]>2025-09-24T00:00:00+02:002025-10-14T00:00:00+02:00
Pages 13 to 33| Confronting the Real in a hospital setting through Balint groups:
Clinical practice analysis groups
| Laurence Gavarini, Véronique Kannengiesser
Pages 35 to 46| Making a device: Restoring subjectivity in a constrained context
| Saïda El Allouchi
Pages 47 to 63| Clinical analysis of professional practices in liaison work
| Claudine Blanchard-Laville
Pages 65 to 75| The effects of my participation in a supervision group on my role
as a facilitator
| Chrystèle Grasland-Ferey
Pages 77 to 89| On a formative “supervision” scheme – For future
facilitators of clinical analysis of professional practice groups
| Laure Lafage, Narjès Guetat-Calabrese
Pages 91 to 109| Pre-order, order, request. A contemporary triptych of
psychosociological practices in a managerial context
| Kévin Toupin, Quentin Ramirez
Pages 111 to 125| Offering a writing workshop to high school ULIS
coordinators – Sharing the “silence” that animates the
text
| Konstantinos Markakis
Pages 127 to 128| Introduction to Reinhard Fatke’s text
| Arnaud Dubois
Pages 129 to 133| Introduction to “Crumbs fallen from the rich man’s table”
| Reinhard Fatke
Pages 135 to 149| “Crumbs fallen from the rich man’s table”
| Reinhard Fatke
Pages 151 to 152| Theses
]]>tag:cairn.info,2005:numero:E_CLIOP_033<![CDATA[
Varia
| Cliopsy
(2025/1 N° 33)
]]>2025-04-01T00:00:00+02:002025-04-11T00:00:00+02:00
Pages 2 to 3| Front matter
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 25| On some psychological challenges of co-teaching
| Marc Guignard
Pages 27 to 46| The relationship with death in the professional adolescence of
nursing students: a variation on the relationship with knowledge?
| Sandrine Jullien-Villemont
Pages 47 to 64| A clinical look at the practice of an educator in the France’s
Youth Judicial Protection Service (PJJ)
| Laurent Ratazy
Pages 65 to 79| The psychological temporality of adolescents faced with the French
Code for Juvenile Criminal Justice (CJPM)
| Siham Ez-Zajjari
Pages 81 to 99| School dropouts and the dynamics of educational bonds in
adolescence
| François Le Clère
Pages 101 to 101| Introduction to Deborah Britzman’s text
| Mej Hilbold, Rachel Colombe
Pages 103 to 117| Psychoanalytical reflections on discreet, ordinary, and painful
resistance
| Deborah Britzman
Pages 119 to 123| Discussion of Deborah Britzman’s text
| Rachel Colombe, Mej Hilbold
Pages 125 to 158| Interview with Jean-Luc Rinaudo
| Marc Guignard
Pages 159 to 167| Tribute to Eugène Enriquez
| Claudine Blanchard-Laville, Françoise Bréant, Laurence Gavarini, Antoine Kattar, Bernard Pechberty, Catherine Yelnik
Pages 169 to 173| Gérard Neyrand (2024), Critique de la pensée positive. Heureux à
tout prix ?, Érès
| Jean-Claude Quentel
Pages 174 to 180| Kathrin Trunkenpolz, Barbara Lehner, Bernadette Strobl (2023),
Affect - sentiment - émotion : termes centraux de la
pédagogie psychanalytique ?, vol.15
| Gérald Schlemminger
Pages 181 to 184| Arnaud Dubois, Patrick Geffard et Gérald Schlemminger (2023),
Une pédagogie pour le XXIe siècle – Pratiquer la
pédagogie institutionnelle dans l’enseignement supérieur, Champ
Social
| Viviana Mancovsky
Pages 185 to 186| December 4, 2024. Du passage à l’acte vers le recours à l’acte :
fiabilité de l’objet externe et mobilité identificatoire chez
l’adolescent carencé. Étude multisite menée auprès d’adolescents
placés en foyers de l’Aide Sociale à l’Enfance. [From acting
out to resorting to action: reliability of the external object and
identification mobility in disadvantaged adolescents. A multisite
study conducted among adolescents placed in child welfare homes]
| Catherine Pfister, Florian Houssier, Malika Mansouri, Philippe Givre, Patrick Ange Raoult, Laurence Gavarini
Pages 186 to 187| December 10, 2024. La formation aux soins d’hygiène corporelle
des étudiant·es en soins infirmiers à l’ère des technologies
numériques : Le jeu vidéo Les Sims, un espace de
prοfessiοnnalisatiοn ? [Training nursing students in body
hygiene care in the digital age: the Sims video game, a
space for professionalization?]
| Laetitia Audin, Jean-Luc Rinaudo, Thierry Ardouin, Loïc Chalmel, Clément Dallaire, Pascal Plantard, Xanthie Vlachopoulou
Pages 187 to 188| December 10, 2024. Bavardage : quelle conceptualisation
pour une éducation inclusive ? Prendre en compte la parole
pour renouer avec le désir d’apprendre [Conceptualizing
classroom chatter for inclusive education: taking verbal expression
into account to reignite the desire to learn]
| Noémie Salaün, Patrick Geffard, Ilaria Pirone, Alexandre Ployé, Magdalena Kohout-Diaz
]]>tag:cairn.info,2005:numero:E_CLIOP_032<![CDATA[
Caring professions and the managerial model: The state of play
| Cliopsy
(2024/2 No 32)
]]>2024-10-14T00:00:00+02:002024-11-06T00:00:00+01:00
Pages 2 to 3| Front matter
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 14| Introduction
| Françoise Bréant, David Faure
Pages 15 to 31| Unease in inclusive culture
| Alexandre Ployé
Pages 33 to 49| The subjective effects of managerial newspeak applied to schools:
Fanny, “the communications officer”
| Stéphanie Frigout
Pages 51 to 70| Working as a nursery school principal: the responsibility of
teaching staff in an institution struggling with neoliberal public
management
| Véronique Kannengiesser
Pages 71 to 86| Listening to transference-countertransference issues in educational
follow-up teams: a way of hearing the child’s subjectivity
| Jessica Rosand Soto, Marie Anaut, Éric Jacquet
Pages 87 to 105| Excessive faculty entitlement: in search of the lost link
| Magdalena Kohout-Diaz
Pages 107 to 125| Transformative writing as a line of resistance and creativity
| Françoise Bréant
Pages 127 to 143| A nursing student’s likes and dislikes
| Carine Sanches
Pages 145 to 177| Interview
| Christophe Dejours, Claudine Blanchard-Laville
Pages 179 to 182| Introduction to the text by Oskar Pfister
| Arnaud Dubois
Pages 183 to 192| The psychoanalytic method
| Oskar Pfister
Pages 193 to 194| 19 December 2023
| Ilaria Pirone, Magdalena Kohout-Diaz, Mireille Cifali, José Sérgio Fonseca de Carvalho, Antoine Kattar, Léandro De La Jonquière, Régis Malet
Pages 195 to 196| 14 March 2024
| Alexandre Ployé, Arnaud Dubois, Greta Pelgrims, Sylvie Canat, Magdalena Kohout-Diaz, Catherine Delarue-Breton, Laurence Gavarini
Pages 196 to 197| 1 July 2024
| Sophie Lerner-Seï, Philippe Chaussecourte, Claudine Blanchard-Laville, Arnaud Dubois, Muriel Deltand, Marion Feldman, Patrick Geffard, Viviana Mancovsky, Rebecca Rogers
Pages 197 to 198| 2 July 2024
| Florence Berthet, Florian Houssier, Alexandre Ployé, Antoine Kattar, Caroline Le Roy, Françoise Bréant
Pages 207 to 208| Clinical analysis of professional practice: What mechanisms,
theoretical benchmarks, and perspectives are available today?
| Claudine Blanchard-Laville, Narjès Guetat-Calabrese, Laure Lafage
]]>tag:cairn.info,2005:numero:E_CLIOP_031<![CDATA[
The current status of Sándor Ferenczi’s psychoanalysis in education
and training
| Cliopsy
(2024/1 No 31)
]]>2024-04-08T00:00:00+02:002024-04-25T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 14| Introduction
| Caroline Le Roy, Stefania Ulivieri Stiozzi
Pages 15 to 34| Interview
| Yves Lugrin, Caroline Le Roy, Bernard Pechberty
Pages 35 to 51| The mysterious power of life
| Stefania Ulivieri Stiozzi
Pages 53 to 65| From Sándor Ferenczi to Michael Balint: clinical knowledge,
education and training
| Bernard Pechberty
Pages 67 to 84| From Sándor Ferenczi to Salomon Resnik
| Claudine Blanchard-Laville
Pages 85 to 106| Towards a clinic of the psychic ‘fragment’ in education and
training. Encounter with the work of Sándor Ferenczi
| Caroline Le Roy
Pages 107 to 124| Readjusting ways of relating to knowledge in research on
incest-related trauma in light of Sándor Ferenczi’s work
| Christelle Claquin
Pages 125 to 144| Sándor Ferenczi and the principles of an ethic of care in
educational practice
| Daniel Kupermann, Gustavo Dean-Gomes
Pages 145 to 163| Ferenczi - Freinet
| Frédérique Marie Prot
Pages 165 to 202| Interview
| Sylvain Missonnier, Claudine Blanchard-Laville
Pages 203 to 205| Enseigner : quoi qu’il en coûte ? Liens psychiques et
continuité pédagogique à distance. Jean-Luc Rinaudo, 2023, Érès
| Marc Guignard
Pages 207 to 208| 4 December 2023
| Luc Hanin, Arnaud Dubois, Catherine Bélanger Sabourin, Sylvie Canat-Faure, Patrick Geffard, Gilles Monceau
Pages 208 to 209| 11 December 2023
| Nora Merniz, Laurence Gavarini, Emmanuelle Brossais, Dominique Méloni, Patrick Geffard
Pages 209 to 210| 12 December 2023
| Hélène Kolebka, Laurence Gavarini, Arnaud Dubois, Bruno Robbes, Fabienne Serina-Karsky
]]>tag:cairn.info,2005:numero:E_CLIOP_030<![CDATA[
Varia
| Cliopsy
(2023/2 No 30)
]]>2023-10-02T00:00:00+02:002023-10-27T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 27| Young migrants in need of a welcome: Teenagers beyond imagination?
| Svetoslava Urgese, Gaia Barbieri
Pages 29 to 44| Analysis of a conflict within an institutional meeting. Competing
affiliations
| Cathy Luce
Pages 45 to 61| Clinical writing and fictionalization of the self: Character and
narrative dimension
| Elisa Colay
Pages 63 to 76| Support in writing a psychoanalytically-oriented clinical
dissertation: Transmission effects
| Narjès Guetat-Calabrese, Laure Lafage, Claudine Blanchard-Laville
Pages 77 to 122| Interview with Laurence Gavarini
| Philippe Chaussecourte, Patrick Geffard
Pages 123 to 131| Introduction to the text by Fritz Redl
| Catherine Yelnik, Arnaud Dubois
Pages 133 to 155| Group emotion and leadership
| Fritz Redl
Pages 157 to 161| Jean-Claude Quentel
| Dominique Ottavi
Pages 163 to 165| Thesis
Pages 173 to 174| Caring professions and the management model: Where do we stand? The
state of play and lines of resistance
| Françoise Bréant, David Faure
]]>tag:cairn.info,2005:numero:E_CLIOP_029<![CDATA[
Varia
| Cliopsy
(2023/1 No 29)
]]>2023-04-11T00:00:00+02:002023-04-27T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 26| The state of grace of the first month of the school year: What is
the impact of the relationship to knowledge?
| Dominique Renauld
Pages 27 to 42| The test of moral and civic education at school. Romy, a
subject-teacher in tension between instructing and educating
| Séverine Fix-Lemaire
Pages 43 to 58| Relationship to knowledge: Failure of the subjectivation process in
nursing education
| Nora Merniz
Pages 59 to 74| Proposal of methodological points of reference for a
psychoanalytically oriented clinical research interview
| Philippe Chaussecourte
Pages 75 to 77| Introduction to the section “Dialogue”
| Claudine Blanchard-Laville
Pages 79 to 96| Filiations and affiliations with psychoanalysis. Dialogue between
Jean-Pierre Lebrun and Jacqueline Godfrind
| Jean-Pierre Lebrun, Jacqueline Godfrind, Laurence Gavarini, Patrick Geffard
Pages 97 to 115| Dialogue with Bernard Golse
| Claudine Blanchard-Laville, Bernard Pechberty, Bernard Golse
Pages 117 to 118| Introduction to the text by Günther Bittner
| Arnaud Dubois
Pages 119 to 135| Maria Montessori and the unconscious
| Günther Bittner
Pages 137 to 140| The revelation of a “new child” and the transmission of heritage -
Introduction to the translation of the text by Paola Trabalzini
| Laurence Gavarini
Pages 141 to 163| Maria Montessori and her relationship with Sigmund Freud
| Paola Trabalzini
Pages 165 to 170| Florence Giust-Desprairies Jocelyne Ajchenbaum
| Danielle Hans
Pages 170 to 174| Laurence Thouroude
| Esther Czuk Vel Ciuk, Françoise Bréant
Pages 175 to 176| Theses
Pages 181 to 182| The current status of Sándor Ferenczi’s psychoanalysis in education
and training
| Caroline Le Roy, Stefania Ulivieri Stiozzi
]]>tag:cairn.info,2005:numero:E_CLIOP_028<![CDATA[
The Schreber case
| Cliopsy
(2022/2 N° 28)
]]>2022-10-05T00:00:00+02:002022-10-17T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 28| The “remarkable Schreber family”: From father to son, a story and
its exegeses
| Laurence Gavarini
Pages 29 to 45| On the Schreber case and what one should not dare to do in
child-rearing: A contribution to the debate on transmission
| Léandro de Lajonquière, Floriana Baldassi D’Arrigo
Pages 47 to 57| Schreber’s children: The adolescent act at the time of
the emptiness of the other
| Serge Lesourd
Pages 59 to 71| The teenage ghost and the researcher. The problem of places in
Maisons des Adolescents
| Rachel Colombe
Pages 73 to 86| Devalued languages and identity repression among adolescents
| Bleuenn Labbé, Muriel Bossuroy, Yoram Mouchenik, Marie Rose Moro
Pages 87 to 127| Interview with Jean-Pierre Pinel
| Claudine Blanchard-Laville, Narjès Guetat-Calabrese
Pages 129 to 134| Introduction to “black pedagogy”
| Arnaud Dubois, Marie Vergnon
Pages 135 to 153| Six texts by Doctor Schreber
| Daniel Gottlieb Moritz Schreber
Pages 155 to 158| Arnaud Dubois, Marc Guignard
| Stéphanie Frigout
Pages 159 to 163| Denis Mellier
| Bernard Pechberty
Pages 163 to 167| Jean-Marie Weber, Ruzhena Voynova
| Pascaline Tissot
]]>tag:cairn.info,2005:numero:E_CLIOP_027<![CDATA[
The Schreber case
| Cliopsy
(2022/1 N° 27)
]]>2022-04-27T00:00:00+02:002022-05-16T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 14| The Schreber case: A source of inspiration for psychoanalysis and
education
| Dominique Méloni
Pages 15 to 33| A delirious dialog between father and son Dr. Schreber’s pedophilic
and murderous fantasies
| Florian Houssier, Simruy Ikiz-Collino
Pages 35 to 49| A good teacher, a bad father: The Schreber case
| Mélinda Marx, Quentin Dumoulin, Jean-Luc Gaspard
Pages 51 to 68| Putting the “Schreber case” to work in a clinical education studies
training program
| Gabriela Patiño-Lakatos, Rachel Colombe
Pages 69 to 82| Thought as the desire to know: The Little Hans case
| Julia Maria Borges Anacleto, Léandro de Lajonquière
Pages 83 to 100| The effect of videoconferencing on a clinical system for the
analysis of professional practice
| Malika Boutrand
Pages 101 to 114| Institutional pedagogy and the group approach: The gamma function
in institutions
| Arnaud Dubois, Marc Guignard
Pages 115 to 136| Interview with Florian Houssier
| Antoine Kattar, Arnaud Dubois
Pages 137 to 144| Introduction to the text by Edith Buxbaum
| Arnaud Dubois
Pages 145 to 156| Transference and group formation in children and adolescents
| Édith Buxbaum
Pages 157 to 157| Thesis
Pages 165 to 165| Sixth Annual International Conference on Psychoanalytic Education
Studies
Pages 181 to 184| Mireille Cifali
| Pablo Llanque Nieto
]]>tag:cairn.info,2005:numero:E_CLIOP_024<![CDATA[
Varia
| Cliopsy
(2020/2 N° 24)
]]>2020-10-01T00:00:00+02:002021-04-01T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 24| The researcher, his objects, and writing: Theoretical
recovery
| Alexandre Ployé
Pages 25 to 41| Feedback on an interview with a teacher
| Cathy Luce
Pages 43 to 56| The class council in high school: What psychological issues are at
work for teachers who participate?
| Laure Lafage
Pages 57 to 69| A bibliographic investigation of the first twenty issues of the
journal Cliopsy
| Marc Guignard
Pages 71 to 88| Building a living knowledge of how to support trainees at risk of
failing
| Michelle Bourassa, Ruth Philion
Pages 89 to 105| For a clinical practice of learning between understanding
and knowledge
| Léandro de Lajonquière
Pages 107 to 140| Interview with Pierre Delion
| Claudine Blanchard-Laville, Patrick Geffard
Pages 141 to 143| Introduction to the text by Nelly Wolffheim
| Dominique Gelin, Arnaud Dubois
Pages 145 to 150| Reflections on kindergarten reform
| Nelly Wolffheim
Pages 151 to 153| Betty Toux
| Régine Juncker
Pages 163 to 163| Call for article proposals for the journal Cliopsy
]]>tag:cairn.info,2005:numero:E_CLIOP_023<![CDATA[
Varia
| Cliopsy
(2020/1 N° 23)
]]>2020-04-01T00:00:00+02:002021-03-31T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 9| Introduction to the text Pédagogie et confinement: entre
continuité et discontinuité
| Arnaud Dubois, Patrick Geffard, Gérald Schlemminger
Pages 11 to 25| Injunction to benevolence in the school institution: Effects of
influence for a teacher in the early stages of their career
| Stéphanie Frigout
Pages 27 to 41| Requesting a clinical research interview with an education
professional
| Konstantinos Markakis
Pages 43 to 59| Adolescent itinerance at school: In search of an “other”
place
| Pascaline Tissot
Pages 61 to 78| Observation of group dynamics in a teaching team
| Céline Nguyen-Viet, Philippe Robert
Pages 79 to 101| Teacher training for higher education teachers in Argentina
| Viviana Mancovsky
Pages 103 to 114| Interview with Janine Méry
| Sophie Lerner-Seï
Pages 115 to 118| Introduction to the text by Janine Méry
| Sophie Lerner-Seï
Pages 119 to 125| “I know everything”
| Janine Méry
Pages 127 to 129| André Sirota
| Bernard Pechberty
Pages 130 to 135| Bernard Pechberty, Philippe Robert, Philippe Chaussecourte
| Patrick Geffard
]]>tag:cairn.info,2005:numero:E_CLIOP_022<![CDATA[
The digital in the counseling professions
| Cliopsy
(2019/2 N° 22)
]]>2019-10-01T00:00:00+02:002021-03-31T00:00:00+02:00
Pages 5 to 8| Editorial
| Louis-Marie Bossard
Pages 9 to 13| The digital in the counseling professions
| Jean-Luc Rinaudo
Pages 15 to 29| Career guidance with digital technology: The virtual, the imaginary
and the real
| Dominique Méloni
Pages 31 to 40| Playing with bodies and “@-bodies” in an analytical training
“e-group”
| Grégoire Thibouville
Pages 41 to 55| Human, all too (in)human?
| Catherine Weismann-Arcache, Steve Bellevergue, Lisa Richard-Lefevre, Jean-Michel Coq
Pages 57 to 76| Why are some teachers deserting Facebook?
| Kinjal Damani
Pages 77 to 93| Opening up the classroom via new communication technologies: The
teacher exposed to the external gaze
| Christelle Claquin
Pages 95 to 108| Didactic conversion in a French class on short story writing
| Sandra Cadiou
Pages 109 to 115| Audiences, professionals, and contexts studied in Cliopsy
articles (2009-2019)
| Bernard Pechberty
Pages 117 to 126| Interview with Sylvain Missonnier
| Jean-Luc Rinaudo
Pages 127 to 132| Introduction to the text by Karl Mannheim
| David Faure
Pages 133 to 156| Mass education and group analysis
| Karl Mannheim
Pages 157 to 160| Arnaud Dubois
| Xavier Riondet
]]>tag:cairn.info,2005:numero:E_CLIOP_021<![CDATA[
Ten years of publications
| Cliopsy
(2019/1 N° 21)
]]>2019-04-01T00:00:00+02:002021-03-31T00:00:00+02:00
Pages 5 to 9| Editorial
| Claudine Blanchard-Laville, Louis-Marie Bossard
Pages 11 to 21| Ten years of Cliopsy
| Louis-Marie Bossard
Pages 23 to 29| The story of the keywords
| Caroline Le Roy
Pages 31 to 44| The uses of the concept of mediation in the journal
Cliopsy
| Arnaud Dubois
Pages 45 to 54| Clinical practice and writing in Cliopsy.
| Françoise Bréant
Pages 55 to 61| Adolescence: A growing research theme in education science
| Antoine Kattar
Pages 63 to 77| On the use of the term “device” in Cliopsy
| Patrick Geffard
Pages 79 to 88| Psychoanalytic studies in education and training in Brazil
| Léandro de Lajonquière
Pages 89 to 104| Staging of the lecture in a philosophy course
| Dominique Renauld
Pages 105 to 119| Icarus and his prostheses
| Catherine Weismann-Arcache
Pages 121 to 134| An alternative to the injunction to distance oneself from affects:
A form of “clinical professionalization”
| Mej Hilbold
Pages 135 to 149| From a social work professional to a clinical researcher
| Narjès Guetat-Calabrese
Pages 151 to 165| Interview with the select editorial board of Cliopsy
| Caroline Le Roy, Léandro de Lajonquière
Pages 167 to 169| Patrick Geffard
| Marc Guignard
Pages 169 to 176| Magdalena Kohout-Diaz
| Cathy Luce
]]>tag:cairn.info,2005:numero:E_CLIOP_020<![CDATA[
Varia
| Cliopsy
(2018/2 N° 20)
]]>2018-10-01T00:00:00+02:002021-03-31T00:00:00+02:00
Pages 5 to 7| Editorial
| Louis-Marie Bossard
Pages 9 to 21| Conflict between the musician-self and the teacher-self on the
didactic stage
| Sophie Lerner-Seï
Pages 23 to 37| The “Clinica della formazione” in Italy
| Jole Orsenigo, Stefania Ulivieri-Stiozzi
Pages 39 to 54| The “Clinica della formazione” in Italy
| Jole Orsenigo, Stefania Ulivieri-Stiozzi
Pages 55 to 69| The go-between as a pedagogical posture with pupils with Kanner’s
autism: Finding one's voice—and one's way?
| Thierry Hélie, Laurence Thouroude
Pages 71 to 87| Psychoanalysis, special education, and teacher training: Writing,
reading, and erasure
| Simone Zanon Moschen, Carla Karnoppi Vasques, Cláudia Bechara Fröhlich
Pages 89 to 109| Rekindling the taste for knowledge: A philosophical approach to
children’s literature in elementary school
| Julien Ledoux
Pages 111 to 128| Transmitting the ability to dream one’s research
| Françoise Bréant
Pages 129 to 144| Interview with Eugène Enriquez
| Eugène Enriquez, Laurence Gavarini, Antoine Kattar
Pages 145 to 160| Trainers in need of models
| Eugène Enriquez
Pages 161 to 163| Arnaud Dubois. Accompagner les enseignants: pratiques cliniques
groupales
| Marc Guignard
Pages 163 to 168| Nicole Mosconi. Jacky Beillerot et les sciences de l’éducation
| Laurent Gutierrez
Pages 168 to 173| Mireille Cifali, Sophie Grossmann, and Thomas Périlleux. Présences
du corps dans l’enseignement et la formation
| Pascaline Tissot
]]>tag:cairn.info,2005:numero:E_CLIOP_019<![CDATA[
Varia
| Cliopsy
(2018/1 N° 19)
]]>2018-04-01T00:00:00+02:002021-03-31T00:00:00+02:00
Pages 5 to 7| Editorial
| Louis-Marie Bossard, Arnaud Dubois
Pages 9 to 23| On the way from home to school
| Ilaria Pirone
Pages 25 to 36| Translation: A vital activity for the child
| Evelyne Pivard-Boubakri
Pages 37 to 45| An intervention with vulnerable adolescents using audiovisual
mediation
| Katia Cristina Tarouquella Rodrigues Brasil, Sandra Francesca Conte de Almeida
Pages 47 to 66| Interactive digital image, intersemiotic articulation, and
subjective construction: An educational experience of the
visualization of sound
| Gabriela Patiño-Lakatos
Pages 67 to 69| Introduction to the text by Hans Zulliger
| Arnaud Dubois
Pages 71 to 80| Psychoanalysis and leadership in schools
| Hans Zulliger
Pages 81 to 99| Interview with Serge Boimare
| Serge Boimare, Claudine Blanchard-Laville, Sophie Lerner-Seï, Bernard Pechberty
]]>tag:cairn.info,2005:numero:E_CLIOP_018<![CDATA[
Varia
| Cliopsy
(2017/2 N° 18)
]]>2017-10-01T00:00:00+02:002021-03-31T00:00:00+02:00
Pages 5 to 7| Editorial
| Catherine Yelnik
Pages 9 to 22| Toward a consideration of a professional part of psychic
bisexuality in the study of the modalities of the teacher’s
didactic transference
| Marc Guignard
Pages 23 to 37| Considering the relationship between teachers and assistants for
students with disabilities
| Betty Toux
Pages 39 to 52| Psychotherapy in an academic success program
| Xavier Gallut
Pages 53 to 67| Self-writing as a psychic support for the construction of a
professional identity
| Maryline Nogueira-Fasse
Pages 69 to 83| Dropping out of school to graduate. Act, repetition, death
drive
| Jean-Marie Weber, Ruzhena Voynova
Pages 85 to 99| Creativity among high-school students: A clinical approach through
the lens of psychoanalytic projective methodology
| Christine-France Peiffer
Pages 101 to 121| Interview with Janine Puget
| Janine Puget, Claudine Blanchard-Laville, Arnaud Dubois, Antoine Kattar
Pages 123 to 140| The analysis of practices: A philosophical perspective from Michel
Foucault
| Hubert Vincent
Pages 5 to 8| Editorial
| Claudine Blanchard-Laville, Louis-Marie Bossard
Pages 9 to 23| On countertransference in action: Sandor Ferenczi and his
advances
| Bernard Pechberty
Pages 25 to 41| Countertransference at work
| Jacqueline Apprin
Pages 43 to 57| Testing the countertransference of the coach in the coach–player
relationship in high-level tennis
| Gérard Pestre
Pages 59 to 81| Did somebody say countertransference?
| Claudine Blanchard-Laville
Pages 83 to 105| Countertransference as a compass and psychoanalytic
transference as a tool for holding the place of the
responder in clinical situations
| Laurence Gavarini
Pages 107 to 127| On the question of the “researcher's countertransference” in
psychoanalytically oriented clinical research in education
sciences
| Philippe Chaussecourte
Pages 129 to 132| Bibliographic list from the ARAPP seminar on the issue of
countertransference
Pages 133 to 157| Salomon Resnik’s address given at the Sorbonne in 2006 during the
2nd Cliopsy Conference
| Louis-Marie Bossard, Claudine Blanchard-Laville
Pages 159 to 166| Antoine Kattar. Adolescent dans un environnement incertain. Une
expérience libanaise
| Véronique Kannengiesser
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| Cliopsy
(2016/2 N° 16)
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Pages 5 to 7| Editorial
| Louis-Marie Bossard
Pages 9 to 23| Accompanying an adolescent son: Freud between father and son
| Florian Houssier, Jean-Yves Chagnon
Pages 25 to 39| Treating children in heterogeneous groups within therapeutic
education: Implications for inclusion practices in schools
| Cristina Keiko Inafuku de Merletti, Maria Cristina Machado Kupfer, Rinaldo Voltolini
Pages 41 to 54| Teacher loneliness: Feeling lonely or able to be alone?
| Catherine Yelnik
Pages 55 to 70| What objects of desire at high school?
| Mej Hilbold, Patrick Geffard
Pages 71 to 86| The question of origin and its relationship with identity among
adolescents in La Réunion
| Christian Petit
Pages 87 to 93| From body to knowledge. The teaching body and the challenge of
affects
| Stefania Ulivieri-Stiozzi
Pages 95 to 102| From body to knowledge. The teaching body and the challenge of
affects
| Stefania Ulivieri Stiozzi
Pages 103 to 113| Dealing with lack and teaching anyway
| Dominique Ottavi
Pages 115 to 120| Linden West
| Catherine Yelnik
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| Cliopsy
(2016/1 N° 15)
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Pages 5 to 7| Editorial
Pages 9 to 25| Being a student-adolescent in an uncertain environment
| Antoine Kattar
Pages 27 to 43| Speaking-dreaming in class to aid thinking and learning
| Tamara Bibby
Pages 45 to 58| Risk of adhesivity in the relationship between a teacher and child
entering preschool
| Véronique Kannengiesser
Pages 59 to 71| From the pleasure of study to the pleasure of work
| Dominique Méloni, Laetitia Petit
Pages 73 to 86| A clinical researcher’s experience
| Vincent Gevrey
Pages 87 to 100| A development space for supporting a co-facilitation practice
| Narjès Guetat-Calabrese, Laure Lafage, Claudine Blanchard-Laville
Pages 101 to 103| Mireille Cifali, Florence Giust-Desprairies, and Thomas
Périlleux
| Mej Hilbold