Parents of children with attention-deficit/hyperactivity disorder (ADHD) frequently report that their children have a poor sense of time. Several studies looking at the perception of time mentioned a form of temporal myopia. The present study investigates the sense of time in children with ADHD. Twenty-two French-speaking Swiss children with ADHD and 22 controls between the ages of 6 and 13 years were tested using a conventional time knowledge questionnaire and two Piagetian time conservation tasks. Parents were asked to complete the “It’s about time” questionnaire. Better performance was observed in matched control group children than in children with ADHD on a conventional time knowledge questionnaire. For children under 10 years of age, the two Piagetian time conservation tasks were able to differentiate children with and without ADHD. Parents of ADHD children reported more frequently that their children had time-related difficulties in daily activities. This study suggests that children with ADHD take longer to develop several time-related abilities.

The contributions of Wilfred Bion to psychoanalysis and Hermann Rorschach to personality assessment have had considerable influence on psychotherapy. Both authors developed their own systems in attempts to establish a more scientific approach to the study of the mind. This article introduces some key concepts from the work of Bion and shows their applications to the Rorschach Test.

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Reçu le 2 août 2008 ; accepté le 25 juin 2009 RésuméCet article présente une pratique de consultation psychanalytique développée par des psychologues travaillant en milieux éducatifs et pédagogiques. Les auteurs se réfèrent à des concepts issus de l'école de psychanalyse britannique de la relation d'objet pour monter comment le processus de « présence théra-peutique » peut améliorer et enrichir les interventions en milieu scolaire. Les bénéfices engendrés par une « présence thérapeutique » sur les lieux scolaires et éducatifs et les défis rencontrés seront discutés. Des illustrations cliniques ainsi que des exemples issus de notre pratique avec les enfants, leur famille et les professionnels de l'enfance, que ce soit dans les écoles primaires et secondaires, les garderies, les services spécialisés ou les lieux de formation serviront d'illustration des concepts théoriques présentés. Nashat et al. / Pratiques psychologiques 17 (2011) 201-212 Abstract This paper introduces the application of psychoanalytic consultation developed by psychologists working in educational settings. The authors draw upon concepts from the British psychoanalytic school of object relation to demonstrate how the process of "therapeutic presence" can help and enrich school-based interventions. The benefits and challenges of a "therapeutic presence" in educational settings will be discussed. Clinical vignettes and examples from the work with children and their families, practitioners working with children, in primary and secondary schools, and further education will illustrate theoretical concepts.

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