Approche systémique des difficultés scolaires

Through reading articles (e.g., case reports) and exchanging experiences with different professionals concerned by scholastic failure, the student discovers the multiple realities of the discomfort experienced by the school-going child. The important issue of which therapeutic intervention is most appropriate with respect to the diagnosis in such contexts is also addressed.

Scholastic failure is far from being a global or unitary notion. Rather, it often stems from a multifactorial etiology. Likewise, its consequences are also multifaceted. The aim of the course is to encourage students to develop analytic skills in order to be able to perform effective differential diagnosis. Students will made sensitive to two perspectives: On the one hand to the "objectivating" individual approach, involving biological, cognitive, psychological factors specific to the child, and on the other hand to the eco-systemic approach, involving socio-economic, family, cultural, institutional factors that are specific to the various systems involved.

Oral presentation. Reading articles and sharing these readings with the group. Invited lecturers report on their experiences. Reading a book.

References, bibliography, and recommended reading

• FLAGEY D. (2004) Mal à penser, mal à être; Troubles instrumentaux et pathologie narcissique; Erès. - VANDENBROECK M. (2005) Eduquer nos enfants à la diversité sociale, culturelle, ethnique, familiale; Erès.

Contacts

DURET Isabelle - 02/650.32.83

Method(s) of evaluation

• written examination

written examination

Written examination