The work performed by the system to dominate the psychological tension of the instinctual conflict is called by Charcot, psychological development. The mental preparation induces representations of scripts that prevent short-circuits in the sensory-motor system, and the symptom of the crisis which he described at the hysterical. Freud, Charcot's student, noted that if you want to tell a dream to a real person and if you want to understand him, you are obligated to turn it into an oral history that needs to work on developing a psychic. Hysteria that "somatization," there would be no psychic elaboration. The secondary processing (defined by Freud in speaking of the dream Narcissism: An Introduction, 1914), is a type of overhaul is intended to present the dream, (often odd) in the form of a relatively coherent story to be transmitted and understood the other which is transmitted. The secondary elaboration necessarily choose, he adds, complaint for better intelligibility of the receiver. For the GP is interesting to know the parameters that affect the environment consciously or unconsciously on small changes that the narrator is allowed to do on the basic structure and it is interesting to know the secondary elaborations of children or adults who are invited to get together and create, timely complementary therapeutic of this type of work (play, drawing, word etc. ..). Contamination, the additions, especially infiltration and associations that emerge are essential. We must know how to accept and work, knowing the family background, trauma, real or associated imaginary, by the group or child. The invasion-contamination of television pictures or video games, need a "savoir-faire" that must be differentiated from censorship educational environment. My experience of the narrative in-studio and studio-tale role-playing game is identical to that of educators. (Adam: The Acting, édition PUF, 1984). Children less than six years may not develop a well-structured story with the initial situation, progress, final state and taking into account the emotional impact on those who listen. Psychotics we can never late or a few, so they tend to slice into the washer without apparent connection narratives that can produce quite confused at times in their inner world, always very chaotic and distressing. You can talk about the function of organizing this kind of folk tale because, with a well established technique, based on reception of "controlled drift association" and is achieved through the practice of the traditional story (seminars and adjustments), appeared to me that with small children, autistic and psychotic children confused, but also children without reassuring familiar figures in their environment, our techniques for marking sequences representability of the collective unconscious conflicts in the diachrony of sessions worked as a real incentive to organize "Remember-screen" positive, that is an advantage on the thinking and to remove up to that time unknown by the patient. We see these kids play so gradually interested representations of scripts and use attractive for their clarity and their poetry. These life experiences in the group fantasy adult / child perspective enabling them positive anticipation about real or imagined injuries are impossible to remove or empty representations expressed so far. With the use of this mediator is possible to arrive at a particularly interesting: the work that makes the group for its ability to recycle, reuse the experience of confrontation with the archaic anxieties chosen from the story. The wonderful story is a good "plug" to represent and think about the conflicts of orality (The Wolf and the Orc are interesting archetypes) of the analyte and to a lower level of the genitalia, which belongs rather to the field of burlesque tales . As in the institutional group, to propose additional laboratories (Laboratory stories, writing workshop, puppet workshop, laboratory or moraine psychoanalytic psychodrama, workshops of musical expression, dance, etc.) to facilitate the re-use, recycling, internalization of conflict that the story developed? How many sessions of individual psychotherapy difficult, with connections to the setting, should be managed by therapists capable of content and information on the representation by analogy destructive projective identification in the seat and in the stories? The development of meaning in a story already worked in a group can help the child in the use of a category as possible to think and play: the make-believe or expression of violence "for fake" certain sequences of folk tales, could facilitate the acceptance and metabolism of these difficult moments of impulsive acting out, unlike what happens when you end the session. In these extreme cases, the allusion to a story has a value of interpretation and is more easily accepted by the child "out of him" with respect analysis of transference to continue to think together. See "containers of thoughts" in a situation of distress is more useful instead of the vacuum representation of the short passage or all'attoimpulsivo
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