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Comment s’est organisée, autour de l’absence des corps liée au confinement, la prise en charge thérapeutique, au BAPU du Centre Claude Bernard, d’une étudiante selon une approche trimodale : la consultation, la psychopédagogie, la relaxation thérapeutique ?Le texte complet de cet article est disponible en PDF.
Between January 2019 and December 2022, a student (named L.A.) doing a BTS (a senior technologist's certificate) in Management was treated using a trimodal system of care by the BAPU of the Claude Bernard Center. How was this original system organized, and how did changes related to the lockdown of March–May 2020 allow for progress in the proposed treatment? The consulting psychologist, Ms. Beaudré, received the initial request: L.A. had multiple difficulties (learning, language, social, psychic, somatic, etc.). Rapid guidance was recommended in an individual space dedicated to educational psychology, while continuing with consultations. In the educational psychology space, L.A. met with Mr. Sanchez and first explained to him her concerns about her difficulties with the French language, her rejection of her mother tongue and her accent. Her learning difficulties made her fear she would fail the BTS. L.A. had low self-esteem. At the start of the lockdown of March–May 2020, the educational psychological support was done at a distance (by telephone), and this did not help to reduce L.A.’s anxiety. Shortly before the start of the lockdown, L.A. had met with Ms. Dziwulski, psychologist-psychotherapist, as part of a therapeutic relaxation session. The question of the physical isolation was an overwhelming concern. The isolation imposed by COVID-19 posed a serious problem for the continued use of this trimodal system of care: how to continue working with L.A.? Within the parameters of this trimodal care, an attempt was made to adapt the follow-up for L.A. around the question of the verbal contact via telephone and the physical presence (distant or real), in a way which would allow this young woman to question/examine the orders given by her inner voice that she called her “policeman”. The temporary suspension of in person contact, as well as work on her self-image and imagination, the exclusivity of her inner voice and then the application of the telephone voice/real physical presence at the BAPU leading to the questioning of the role of the body in her difficulties, allowed L.A to exist differently. The establishment of and the modifications made to this system of care ultimately functioned as a mediation, which provided L.A. the possibility of acquiring another voice, another space in which to think.Le texte complet de cet article est disponible en PDF.
Mots clés : Cas clinique, Confinement, Corps, Étudiant, Psychopédagogie, Relation thérapeutique, Relaxation, Télésanté
Keywords : Body, Clinical case, Educational psychology, Lockdown, Relaxing, Student, Telehealth, Therapeutic relationship