References of "SCHOLL, Jean-Marc"
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See detailTroubles de la Régulation du "0 to 3" : la clinique de la neurophysiologie
Scholl, Jean-Marc ULg

Poster (2006, January)

Troubles de la régulation du "0 to 3" : la clinique de la neurophysiologie. Dans la Classification "0 to 3" (DC:0-3R), pour diagnostiquer un trouble de la régulation, outre les attitudes de l'enfant ... [more ▼]

Troubles de la régulation du "0 to 3" : la clinique de la neurophysiologie. Dans la Classification "0 to 3" (DC:0-3R), pour diagnostiquer un trouble de la régulation, outre les attitudes de l'enfant correspondant à un des tableaux cliniques, il faut observer au moins une difficulté sensorielle, sensori-motrice ou du traitement de l'information. Ce dernier point peut déconcerter le clinicien qui cherche à se former à cette nomenclature car il est peu habitué, dans la pratique de psychothérapie, à rechercher ces difficultés et encore moins à les lire en termes neurophysiologiques. "Les troubles de la régulation" sont caractérisés par les difficultés du bébé ou du jeune enfant à réguler leurs comportements et leurs processus physiologiques sensoriels, d'attention, moteurs ou émotionnels et à maintenir un état de calme, de vigilance ou un état émotionnel positif. Les processus physiologiques impliqués se rapportent à des difficultés de traitement de l'information sensorielle, sensori-motrice ou de son organisation, telles que des difficultés à réguler, à intégrer et à répondre à divers types de sensations (y compris auditives et visuelles) et à divers types d'affects. On présume que les patterns sensoriels, moteurs et intégratifs sont d'origine "constitutionnelle", avec une influence des processus de maturation neurologique et aussi des différents modes de soins précoces. L'objectif de cet exposé est de donner un sens clinique de la composante neurophysiologique de ces difficultés et de développer une sémiologie de micro-signes repérables dans la clinique et l'anamnèse. Une attention particulière est donnée au traitement de l'information visuo-spatiale, auditivo-verbale, à la perception des affects, aux modalités de leurs expressions, au "niveau énergétique", à l'organisation de la sphère buccale, à l'hyper ou l'hyposensibilité de chacun des canaux sensoriels et à tout ce qui est en lien à un support neurophysiologique. Cette étude voudrait contribuer, à partir de la symptomatologie, à un meilleur discernement -- dans un continuum -- entre la part neurophysiologique et la part psychologique intervenant dans les difficultés de l'enfant. Cette clinique est à la convergence de l'intérêt tant des pédopsychiatres que des neuropédiatres confrontés à des enfants de 0 à 5 ans. [less ▲]

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See detailLes co-morbidités dans l'ADHD
Scholl, Jean-Marc ULg

Conference given outside the academic context (2005)

Detailed reference viewed: 17 (0 ULg)
See detailL'utilisation des antipsychotiques atypiques en pédopsychiatrie, et particulièrement dans l'enfance
Scholl, Jean-Marc ULg

Conference given outside the academic context (2004)

Detailed reference viewed: 11 (0 ULg)
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See detailLa rispéridone en pédopsychiatrie. Sa place dans l’ensemble de la nosologie, dont les diagnostics non-psychotiques, les liens avec la clinique, des modèles neurophysiologiques d’actions, dont une amélioration de la synthèse des perceptions des émotions ,contexte sociologique et aspects éthiques et anthropologiques.
Scholl, Jean-Marc ULg

in Neurone (2004), 9(4), 1-34

Some children benefit greatly from atypical antipsychotics. In some cases, their use markedly improves these children’s relational and developmental prognosis. The indications for use also include, as is ... [more ▼]

Some children benefit greatly from atypical antipsychotics. In some cases, their use markedly improves these children’s relational and developmental prognosis. The indications for use also include, as is well-known, non-psychotic diagnoses such as: Borderline Personality Disorder, Separation Anxiety Disorder, manic states, and mood swings. This article is the fruit of clinical experience with one atypical antipsychotic, risperdidone, involving more than 230 patients in childhood (80%) or adolescence (20%). After having briefly discussed the atypical antipsychotics in Section I, we will go on in Section II to specify the conditions of effectiveness (in which psychotherapy plays a part), prescription limits, dosage schedules, and side effects of risperidone in relation to the whole gamut of child pyschiatric nosology, drawing both on personal clinical experience and on relevant studies. Section II concludes with an explanatory metaphor that can be helpfully used to communicate with the child and the parents when the drug is first prescribed. Section II also serves to introduce the main hypothesis I want to present in this paper. First, the majority of anamnestic elements we will have discussed in the section are connected with a neurophysiological deficit in the capacity to synthesize perceptions, and particularly with a difficulty in perceiving affects (more below). Second, risperidone corrects, or, in conjunction with other atypical psychotics, helps to correct, the above-mentioned neurobiological deficit. Third, this suggests the need for an empirically-oriented research program aimed at identifying precisely the diverse clinical entities often lumped together under vague terms like “psychosis,” the exact neurobiological deficits underlying them, and the atypical psychotics---as opposed to the classical neuroleptics---that best correct these deficits. This does not call into question the value of psychotherapy, but rather suggests the need for a holistic, multidisciplinary approach that takes account of all relevant factors: neurobiological, psychological, familial, cultural, and so forth. Section III fleshes out this hypothesis by proposing an original neuropsychological model of risperidone’s action that illuminate the clinical experience discussed in Section II. According to this model, risperidone leads to a significant improvement in the synthesis of the perception of emotions and to a better connection between the different neorological zones associated with memory, thus allowing a greater integration of the perceptions. A significant element in Section III will be a critical review of some of the relevant literature. Section IV brings neurological models into dialogue with psychodynamics in light of some concrete clinical cases. What is offered here is just an initial sketch whose value is above all in the proposed approach, which obviously calls for a subsequent interdisciplinary study. Clinical practise, it is suggested, must attend to the world of feelings and subjectivity as a key to understanding the difficulties of the child and the necessity of psychotherapy in conjunction with drug therapy. Section V puts the difficulty of listening to one’s feelings in the context of contemporary Western society, which is not unconnected with the deterioration in mental health. Section V also tackles the ethics of prescribing antipsychotics like risperidone and of the future research with psychotrophic drugs. Finally, Section V also underlines certain aspects of the human being that the action of risperidone brings to light: man as “a being of perception and receptivity”; man’s “faculties”; and the “intuitive intelligence.” The article ends with a brief reflection on “the sense of the mystery of the human being” in order to set the question of determinism into a wider phenomenological context at whose center stands the undivided unity of the human being within interpersonal communion. [less ▲]

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See detailLa métaphysique de l'enfance. L'apport d'une école de pédagogie d'Aix-la-Chapelle.
Scholl, Jean-Marc ULg

Conference given outside the academic context (2003)

Detailed reference viewed: 9 (0 ULg)