18 research outputs found
From epileptic hysteria to psychogenic non epileptic seizure: Continuity or discontinuity for contemporary psychiatry?
International audienceIn the wake of Charcot, the École de la Salpêtrière became passionate about major crises or hysterical attacks: at the time, hysteria was not just about this great crisis, even if it represented an ideal heuristic model for a patient presentation that left a lasting impression on people's minds. The great attack is a framework for the study of hystero-epilepsy that opens the way to psychopathological explanation. The heirs of the Salpêtrière School's knowledge protesters each boast of imposing a universal model of hysteria seen from the perspective of its causes. If Babinski considers hysteria to be a purely psychogenic mechanism, it is of the subconscious mind or self-suggestion, the subject abandoning himself to his symptom. Unlike pithiatism, Freud and Breuer understand crisis as the cleavage of the content of consciousness that testifies to the return of a forgotten traumatic memory. These questions, partly eclipsed by modern psychiatry, are resurfacing with the description of a new clinical entity: the nonepileptic psychogenic seizure.Non-epileptic psychogenic seizures (PNES) can be defined as paroxysmal manifestations clinically suggestive of epileptic seizures but related to unconscious psychogenic processes. Clinical diagnosis is particularly difficult. Most patients with PNES incorrectly use anticonvulsant therapy, which is ineffective and has frequent side effects. To establish a diagnosis that discriminates between PNES and epilepsy, the electroencephalographic recording coupled with a video recording is the paraclinical examination of choice. The treatment of PNESs is complex: despite a diagnosis made by the patient and joint follow-up by a specialized team of neurologists and psychiatrists, the prognosis remains uncertain.We sought a phenomenal continuity between a major hysterical attack, hystero-epilepsy and a non-epileptic psychogenic seizure. From one time to another, the diagnosis of epileptic seizures is a diagnosis of clinical and paraclinical elimination. A reference to hysteria is found over time, currently confusing into dissociative and somatoform disorders. Consistent with ancient theories, the psychotraumatic dimension of the epileptoid phenomenon is found in recent epidemiological studies.Since hysteria was not just about major attacks, the entity called PNES is a group of clinical manifestations with heterogeneous etiologies. Some research teams consider PNESs to be the result of non-epileptic, normal electroencephalogram neuronal hyperexcitability. Other authors have adopted the etiological hypothesis of recurrent dissociative disorders and equivalent to a particular form of post-traumatic stress disorder
Bullying et identité : détérioration identitaire et altération des croyances
Les agressions entre Ă©lèves en milieu scolaire constituent un problème grandissant. Le bullying peut ĂŞtre dĂ©fini comme toutes formes de violences physiques ou mentales rĂ©pĂ©tĂ©es, effectuĂ©es par un ou plusieurs individus sur une personne qui n’est pas capable de se dĂ©fendre elle-mĂŞme (Roland & Idsoe, 2001). Cette Ă©tude longitudinale a pour objectif d’observer le lien entre ces agressions, l’expression identitaire et les croyances fondamentales des Ă©lèves. 524 Ă©lèves âgĂ©s de 8 Ă 12 ans (m=9.94, SD=0.78) ont participĂ© Ă l’étude. Les rĂ©sultats montrent que près de 30% des Ă©lèves est victime de bullying. Par ailleurs, la frĂ©quence des agressions semble ĂŞtre nĂ©gativement liĂ©e Ă l’expression des concepts de soi et aux croyances fondamentales. Ces dimensions seraient affectĂ©es Ă long terme par la victimation. Ces diffĂ©rents rĂ©sultats sont dĂ©battus Ă la lumière des travaux rĂ©alisĂ©s dans le domaine de la «Constructiviste Self Development Theory». - Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe, 2001). The aim of this longitudinal study is to observe the links between, the bullying on the one hand and the expression of self-concepts and fundamental assumptions on the other hand. The sample was composed of 524 pupils ages 8 to 12 (m=9.44, SD=0.78). The results show that nearly 30% of students are victims of bullying. Moreover, the frequency of attacks appears to be negatively related to the expression of self-concepts and beliefs. These dimensions are long-term, affected by victimization. These different results are discussed in the light of work in the area of «Constructivist Self Development Theory». - A violĂŞncia entre os alunos na escola Ă© um problema crescente. O bullying pode ser definido como todas as formas de violĂŞncia fĂsica ou mental repetidas, realizadas por um ou mais indivĂduos sobre uma pessoa incapaz de se defender a si prĂłprio (Roland & Idsoe, 2001). Este estudo longitudinal pretende observar a relação entre estas agressões, e o auto-conceito e crenças dos alunos. A amostra foi constituĂda por 524 alunos com idades compreendidas entre os 8 a 12 anos (M = 9,44, DP = 0,78). Os resultados mostram que cerca de 30% dos alunos sĂŁo vĂtimas de bullying. AlĂ©m disso, a frequĂŞncia de agressões parece encontrar-se negativamente relacionada Ă expressĂŁo do auto-conceito e crenças. Estas dimensões sĂŁo afectadas a longo prazo pela vitimização. Estes diferentes resultados sĂŁo discutidos Ă luz dos trabalhos realizados na área da «Constructivist Self Development Theory»