[Theoretical basis of semiology in pediatric psychiatry. II. Semiologic activity in pediatric psychiatry].
This paper considers how the theoretic concepts used in child psychiatry intervene during the first psychiatric consultations with a child and his/her family. Most often, the child does not ask for relief from his/her troubles. Therefore the state of mind of the clinician is of great importance with regard to the balance between objectivity and subjectivity. There are two main ways to deal with the child during the consultation: a direct one with no standardization, and an indirect one using standardized support. Evaluation scales are used to quantify symptoms. The relationships between the theoretic models and practices are illustrated through clinical examples. Knowledge resulting from population studies, and those resulting from the individual observation which are dealing with intersubjectivity, must always be confronted in order to set up the most appropriate therapeutic scheme.
Brunod
R
R
Centre médico-psychologique Hibiscus, Fort-de-France, Martinique, France.
D000293:Adolescent; D000855:Anorexia / Q000175:diagnosis; D001291:Attitude of Health Personnel; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis*; D002665:Child Psychiatry; D003071:Cognition; D003142:Communication; D004644:Emotions; D006801:Humans; D001523:Mental Disorders / Q000175:diagnosis*; D010817:Physician-Patient Relations; D011368:Professional-Family Relations; D011581:Psychological Tests; D002666:Psychology, Child; D011595:Psychomotor Agitation / Q000175:diagnosis; D011618:Psychotic Disorders / Q000175:diagnosis