Child analysis after Dolto and Mannoni

1. Introduction

Version followed: the French psychoanalytic child-analysis tradition of Françoise Dolto (Psychanalyse et pédiatrie 1939/1971; Le cas Dominique 1971; Séminaire de psychanalyse d'enfants 1982–1988; L'image inconsciente du corps 1984; Maison Verte, Paris 1979) and Maud Mannoni (L'enfant arriéré et sa mère 1964; Le premier rendez-vous avec le psychanalyste 1965; L'enfant, sa « maladie » et les autres 1967, Eng. The Child, his "Illness" and the Others; Éducation impossible 1973; École expérimentale de Bonneuil, 1969). This is not a manualised therapy: neither author wrote a treatment manual, Mannoni held that psychoanalysis is not a standard technique and must be reinvented case by case [source: Vanier, Universalis]. What follows gathers the clinical procedures both authors describe. Where I turn them into step-by-step guidance, that is marked [synthesis]. The founders' books are not drawn on directly. Claims about them come from secondary accounts and are marked [uncertain] where no source confirms them.

Core idea: the child is a subject of speech and desire from birth ("tout est langage", Pichon's lesson to Dolto) [source: CCAS dossier; Larousse]. A symptom is a message. Often it speaks something unsaid in the family, or holds the child in the place the parents' fantasy assigns them [source: Vanier, Universalis; ICEM text on Mannoni]. Change comes when the child's own desire is recognised and spoken to in true words, matched to the level of the child's unconscious body image. It also comes when the parents' demand is separated from the child's suffering, so the child is no longer required to carry it. The aim is to free the child to desire in their own name, not to adapt the child [source: USP Estilos da Clínica articles; ICEM].

2. Framework

There are no formal phases in the sources. The sequence below is the one the clinical writings imply [synthesis, built from the cited sources].

Phase A — Preliminary consultation(s) (1–3 meetings, sometimes only one). Goals: hear the parents' demand and the place the child holds in their discourse; address the child directly as the one concerned; ask who is suffering. Format: parents and child together, then the child alone, sometimes parents alone. Mannoni showed that a single first meeting can itself shift the family's position [source: Mannoni 1965, via nosubject/ICEM; uncertain on session counts]. Dolto made the decision to treat depend on the child's own suffering. Parental or school distress alone was not enough [source: USP 117767, p. 493].

Move on when the child acknowledges suffering or wanting something to change, and agrees to come. If only a parent suffers, offer that parent their own space or a referral, not an analysis of the child [source: USP 117767; Hivernel abstract].

Phase B — Setting the frame. Parents pay in money (they are responsible for the treatment). From the child, agree on a symbolic payment: a pebble or an old stamp brought to each session as the sign of the child's own wish to come [source: USP 117767, pp. 493–494]. Frequency: weekly is typical. Dolto's Trousseau consultations were often spaced further apart and held before trainees [uncertain: frequency and length not confirmed].

Phase C — The analysis proper. The child is seen alone, with paper, pencils and modelling clay available. Drawings, models and words are listened to as the language of the body image. The analyst interprets and speaks true words about the child's history and prohibitions. Parent interviews are held periodically, together or separately [source: USP 163269; UCES 1369, p. 19]. Length is open-ended: months to years.

Signs of progress: the symptom loosens, and the child's productions change (e.g., figures gain hands, mouths, ground). The child speaks in their own name, and the parents can tell their own fears apart from the child's [synthesis; UCES 1369 p. 28 for the parental point].

Phase D — Ending. The child's desire governs the ending. A child who stops bringing the payment is heard as no longer wanting the work, and is free to stop [source: USP 117767, p. 494]. Endings are spoken about in advance [synthesis].

Parallel institutional formats. (1) Maison Verte, a preventive drop-in for children 0–3/4 with a parent, anonymous, with no observation or evaluation of children [source: techno-science/Wikipedia FR; USP 163269]. (2) Bonneuil, an "institution éclatée" for psychotic/autistic children and adolescents. It has a stable base plus outside stays, apprenticeships and workshops [source: Vanier, Frontiers 2017; Universalis].

3. Guiding principles

The child is a subject from birth. Speak to the child, including infants, as the one concerned. Never talk about the child over their head [source: CCAS; Larousse; USP 163269].
Tout est langage. Treat symptom, gesture, drawing, clay, silence and bodily states as messages addressed to someone [source: CCAS; nosubject].
Who suffers? Treat the person who suffers. The child's analysis needs the child's own demand, not only the parents' [source: USP 117767, p. 493].
The symptom speaks for the family. Listen to the "collective discourse" around the child, and to the child's place in the parents' fantasy, before locating the problem in the child [source: Vanier, Universalis; ICEM].
Want nothing in the child's place. Don't fill the child's lack with an answer that makes them conform. Open the question instead ("ne rien désirer à la place de l'enfant", as summarised in ICEM) [source: ICEM].
Speak the truth. Children unconsciously know what is hidden. Put events (origins, deaths, separations, illness) into words suited to the child [source: USP 163269 pp. 316–320; techno-science]. Exact formulations in Dolto's books are not drawn on [uncertain].
Words must "take body". Address the child at the level of their current body image (oral, anal, etc.), or the words will not land [source: USP 163269, pp. 316–317].
Symboligenic castration. Separations and prohibitions, given in words by an adult who is also subject to the Law, are humanising, not only frustrating [source: Larousse; UCES 1369 p. 24].
All desires are legitimate, not all can be realised. Recognise the desire in words while holding the limit [source: Larousse].
Analyst is neither parent nor educator. Abstain from maternal and paternal functions so the transference is not incestuous [source: USP 117767, p. 494].
Paying in order to speak. The child's symbolic payment makes the child responsible for their own wish to come [source: USP 117767, pp. 493–494].
Parents are partners, not culprits. Help parents understand without stressing guilt. Address them from their own position, not with expert authority [source: ICEM; Frontiers 2017].
Against adaptation as a goal. "Adapter, c'est aménager la prison" (quoted in ICEM). Aim for the child's subjectivity, not conformity [source: ICEM].
Distrust of expert knowledge and labels. Receive children without categorising them. Expert knowledge can work as a defence against the child's conflict [source: Frontiers 2017; nosubject].
Change of place can heal. In institutions, alternate here/elsewhere (Fort-Da) and move on a child who settles into routine [source: Universalis; Frontiers 2017].

4. Intervention inventory

These are procedures the authors describe, not manual modules. Steps are [synthesis] unless tagged otherwise. All example language is illustrative.

4.1 The first interview with parents and child (Mannoni; Dolto)

Purpose / when: at intake, before any decision to treat. Hear the demand, find the child's place in the family discourse, and let the meeting itself start to move things [source: Mannoni 1965 via nosubject/ICEM; Vanier, Universalis]. Mannoni's book presents first consultations as already analytic acts [uncertain].
Steps: (1) Before booking, ask the parent whether the child knows about the appointment and agrees. Tell them to say why they are coming (Dolto lineage, reported by Schauder) [source: Schauder, Filigrane]. (2) Receive parents and child together. Let the parents say why they came while the child is present. (3) Listen for repetitions, slips, what is not said, family deaths and secrets, and how the parents name the child ("he is…" vs "he does…"). Note dates: when did the symptom start, and what else happened then. (4) Turn to the child and restate what was said, asking the child's view. (5) See the child alone, if they accept. (6) If needed, see the parents alone. Ask about each parent's own childhood at the child's age. (7) Close by saying what you heard, without a verdict on the child, and propose a next step.
Example language (illustrative): to the child: "Your mother says you can't sleep. What she says is her idea. I'd like to know yours." To the parents: "What was happening in the family when this began?"
Watch for: a demand to "fix" or normalise the child. Don't answer it; question it [source: ICEM]. Working signs: parents bring up their own story; the child corrects or adds to the parents' account; the symptom eases after one meeting (Mannoni reports such cases) [uncertain].

4.2 Listening to the "collective discourse" (Mannoni)

Purpose / when: throughout, and especially when the child is labelled (backward, psychotic, failing at school). Locate the symptom in what parents, school and doctors say about the child [source: Vanier, Universalis; Mannoni 1967].
Steps: (1) Gather who says what about the child: parents, teachers, doctors, prior reports. (2) Ask what function the symptom serves for the family; for example, does it cover a parent's wound or keep the child at a stage that suits a parental fantasy? [source: ICEM]. (3) Notice when your own institution or diagnosis joins that chorus. (4) Give your hypothesis back gradually, never as an accusation.
Example language (illustrative): "Since he became 'the difficult one', who in the family has been less talked about?"
Watch for: reading the family as cause and blaming them. Mannoni explicitly avoided guilt [source: ICEM]. Working signs: the label loosens and the family starts speaking about the child in new terms.

4.3 "Who is suffering?": establishing the child's own demand (Dolto)

Purpose / when: in Phase A, and again whenever motivation is in doubt. Treatment rests on the child's suffering and agreement [source: USP 117767, pp. 493–494].
Steps: (1) Ask the child directly what bothers them. (2) Tell them in plain words why the adults brought them. (3) Ask whether they want help with it. (4) If no: accept it. Say the child has the right not to want this, and offer the suffering parent their own space [synthesis, consistent with source]. (5) If yes: move to the frame (4.4–4.5).
Example language (illustrative): "Your parents are worried. That's their worry. Is there something that's hard for you?" Opening used by Dolto's students: "Qu'est-ce qui vous amène ?" [source: Schauder].
Watch for: a child agreeing just to please. Working signs: the child names something of their own, even small ("the other kids", "bad dreams").

4.4 The symbolic payment (Dolto)

Purpose / when: from the start of the analysis proper. The object is the child's "representative" of their own desire to come. Dolto's words: "one must pay in order to be able to speak" (Portuguese rendering in source: "É preciso pagar para poder dizer") [source: USP 117767, pp. 493–494].
Steps: (1) Explain that the parents pay money because they are responsible for bringing the child. The child pays something of their own because the work is theirs. (2) Agree on the object with the child: a pebble, a used stamp, or something small the child makes or chooses with no market value [source: USP 117767; uncertain about other objects, e.g. a drawing or a "false stamp" (faux timbre)]. (3) Receive it at each session, by hand, from the child. (4) If it is forgotten, name it: the absence may mean the child doesn't want to come today. Dolto treated the absence as a sign that the child no longer wanted treatment and was free to stop [source: USP 117767, p. 494]. Whether she held the session anyway, made it brief, or spoke with the parent is [uncertain]. (5) Never take money from the child [source: USP 117767].
Adolescents: Dolto-trained clinicians present payment as an "investment for the future" or "advance on inheritance". For youths who cannot pay, they record "debts of honour" [source: Schauder, Filigrane].
Example language (illustrative): "Your parents pay me with money. You'll bring me a little pebble each time. It shows that you are the one who wants to come."
Watch for: the payment becoming a ritual the parent manages. Make sure the child remembers it, not the parent. One commentator asks whether the payment served the analyst's transference difficulties more than the child [source: USP 117767, p. 495]. Working signs: the child takes charge of the pebble. Forgetting becomes analysable as a message.

4.5 Setting the parental frame and payment

Purpose / when: at the contract stage. Parents pay as they would a doctor or school, which keeps them responsible and places them in their own transference to the treatment [source: USP 117767, p. 493]. Dolto saw work without the parents' participation or agreement as unlikely to change anything [source: Hivernel abstract].
Steps: (1) State fees, frequency and confidentiality: what the child says stays with the child, and you will tell the child before you speak to the parents. (2) Plan parent interviews: together and separately, as needed [source: UCES 1369 p. 19]. (3) Tell the parents the child can stop if they stop wanting to come.
Example language (illustrative): "What your son tells me belongs to him. I will see you too, and he'll know when."
Watch for: a parent using sessions to evaluate or report on the child. Redirect them to their own concern.

4.6 Drawing

Purpose / when: in every session, as one of the child's main ways of speaking. Dolto built the unconscious body image concept from children's drawings and models. She learned drawing work from Sophie Morgenstern [source: USP 163269, pp. 314–316; CCAS].
Steps: (1) Have paper and pencils freely available. Don't set a theme unless needed. (2) Let the child draw. Don't comment on skill. (3) Ask the child to talk about it: who or what, what is happening, what each element would say [synthesis]. (4) Read it as body image, using the child's associations, not a fixed symbol dictionary. Note missing or exaggerated body parts, grounding, enclosures, mouths and hands. (5) Link it to what the child said, the session history and the family story. (6) Keep the drawings, dated, as the record of the treatment [uncertain: storage practice not confirmed].
Example language (illustrative): "Tell me about this one." "If this house could talk, what would it say?" "Where would you be, in this drawing?"
Watch for: interpreting from the image alone. The child's words carry the meaning. Working signs: the drawings change over time; for example, figures gain hands, feet or a ground, or a figure leaves the enclosure.

4.7 Modelling clay

Purpose / when: alongside drawing, especially with younger or less verbal children. Clay shows the body image in three dimensions (holding, orifices, shape, assembly) [source: USP 163269, p. 316].
Steps: (1) Offer plasticine/clay every session. (2) Watch how the child makes, breaks, eats or avoids it. (3) Ask what it is and what it is doing. (4) Speak to the body-image level the material reveals (see 4.8).
Example language (illustrative): "What has this one got? What can it do?"
Watch for: eating or smearing the clay. That can be a message at the oral or anal level; name it before limiting it. Working signs: more complete or articulated figures, and the child naming them.

4.8 Interpretation at the level of the unconscious body image (Dolto)

Purpose / when: when a symptom or production shows the child is stuck at a given libidinal level. Words must "take body" to make sense [source: USP 163269, pp. 316–317, citing Dolto 1984 p. 45]. Theory: the unconscious body image (distinct from the neurological body schema) has a base image, a functional image and an erogenous image, which together form a dynamic image of desire [source: Larousse].
Steps: (1) From productions and behaviour, identify the level involved: oral, anal, urethral or genital. Is the issue base (existence/safety), function or erogenous zone? (2) Use words from that level's vocabulary. (3) Link the symptom to the history: separation, weaning, a birth, a death. (4) Watch the body's reply.
Documented example: a 6-year-old girl who did not use her hands. Dolto told her to take the clay with her "mouth-hand". The girl took it and put it to her mouth, showing the hand was invested orally [source: USP 163269, p. 316].
Example language (illustrative): "Your hands are like mouths that want to eat. You can take with them."
Watch for: jargon. Speak in the child's words. Working signs: an immediate bodily response (a gesture, calming, a new use of a body part).

4.9 Speaking the truth to the child

Purpose / when: when facts concerning the child are hidden or unsaid: adoption, paternity, a death, a parent's illness, separation, placement, a dead sibling. The child knows unconsciously, and words humanise it [source: CCAS; techno-science; USP 163269 pp. 319–320]. Dolto's verbatim formulations are in La cause des enfants and the Séminaire [uncertain].
Steps: (1) Learn the facts from the parents. (2) Explore their fear of telling. (3) Ideally the parent tells the child, in your presence or prepared by you. (4) Otherwise, with the parents' agreement, tell the child yourself in simple, true words suited to their age. (5) Name the feelings involved and that the child is not responsible. (6) Let the child respond through drawing or clay.
Example language (illustrative): "Before you were born, your mother had another baby who died. You have often felt something sad in the house. It wasn't your fault."
Watch for: truth told cruelly or without the parents' agreement. That causes ruptures [synthesis]. Working signs: the symptom eases, and the child asks questions openly.

4.10 Speaking directly to infants and preverbal children

Purpose / when: with babies and toddlers, at consultations or at the Maison Verte. Dolto treated babies as addressees of speech [source: Larousse; USP 163269].
Documented example: at the Maison Verte, Dolto told a baby under three months that its mother would not leave it there. The baby calmed at once [source: USP 163269, pp. 319–320].
Steps: (1) Face the baby and use their name. (2) Say what is happening, who is there and what will happen ("Mummy is staying" / "Mummy will come back after your nap"). (3) Say it in front of the parent so the parent hears it too. (4) Observe the response.
Example language (illustrative): "You're crying. You were afraid Mummy would leave. She is staying here with you."
Watch for: saying something that isn't true. The words must match reality. Working signs: calming, eye contact, and parents beginning to speak to the child the same way.

4.11 Giving a symboligenic castration (prohibition in words)

Purpose / when: at developmental thresholds (weaning, sphincter autonomy, Oedipus) or when a child is caught in a forbidden or impossible desire. A prohibition given in words by an adult who is also subject to the Law opens sublimation [source: Larousse; techno-science; UCES 1369 p. 24 "Dar una castración no es simplemente frustrar"].
Steps: (1) Recognise the desire as legitimate and name it. (2) State the law as applying to everyone, adults included. (3) Point to a permitted path ("when you grow up, you can… someone outside the family"). (4) Coach the parents to say it themselves, with the same reference to a shared law.
Example language (illustrative): "You'd like to marry Mummy. Lots of boys want that. But in every family, boys don't marry their mothers. Daddy didn't marry his mother either. Later you'll love someone outside the family."
Watch for: a prohibition delivered as punishment or humiliation, which is not symboligenic. Working signs: less acting out, and new interests (sublimation).

4.12 Respecting silence and refusal

Purpose / when: when the child is silent, refuses to enter, or wants the parent out (or in). Dolto sometimes invited young people to respect and listen to the silence rather than pushing them to speak [source: Schauder, Filigrane].
Steps: (1) Name the silence or refusal as a legitimate communication. (2) If the child won't enter, make sure the child hears the adult's demand and can answer it [source: Schauder]. (3) Offer materials without pressure. (4) If refusal persists, let the child go. Continue with the parent if they suffer.
Example language (illustrative): "You don't want to speak today. That's allowed. Silence also says something. We can listen to it together."
Watch for: confusing an inhibited child's silence with refusal. Check the payment and the materials. Working signs: the child comes back by choice.

4.13 Parent interviews during the treatment

Purpose / when: periodically, and whenever the child's change disturbs the family. Dolto viewed the child's difficulty as often a symptom of the parents' suffering [source: Hivernel abstract]. In a Dolto-oriented case, the child's improvement went hand in hand with hard work in the parents' sessions, which helped them separate their fears from the child's [source: UCES 1369, pp. 19, 28].
Steps: (1) Tell the child beforehand and afterwards, without disclosing the child's material. (2) Ask about each parent's history, especially at the child's current age. (3) Help them tell their own anxieties apart from the child's. (4) Support the parent in saying true words and prohibitions themselves (4.9, 4.11). (5) Where a parent's own suffering dominates, suggest their own therapy or analysis [synthesis consistent with "who suffers?"].
Example language (illustrative): "When you describe her fear of the dark, it sounds like a fear you know well. Is this hers, or yours, or both?"
Watch for: the child's progress threatening a parental fantasy, which can make a parent pull the child out [source: ICEM]. Working signs: parents speak about themselves, and they ease up on monitoring the child.

4.14 The flower doll (poupée-fleur) — [uncertain]

Status: Dolto described a doll with a flower in place of the face, used with severely regressed or psychotic children, in a 1949 paper reprinted in Au jeu du désir (1981). No source confirmed its details, so no steps are given here. Read the original before using it [uncertain].

4.15 Maison Verte reception (preventive, 0–3/4 years)

Purpose / when: prevention, not treatment. A place for socialising and preparing separation (e.g. before nursery), in the parent's presence [source: USP 163269 p. 315; techno-science; CCAS].
Steps (as described): (1) The child always comes with a trusted adult who stays [source: USP 163269]. (2) Families are anonymous: no files, no observation or evaluation of children [source: techno-science]. (3) Receivers (a small team that includes analysts) speak to the child by name and in the parent's presence about arrivals, departures, conflicts and rules [source: USP 163269; synthesis on detail]. Further details (first names written on a board, a token anonymous contribution, a painted line marking where wheeled toys may go) come from background knowledge [uncertain].
Example language (illustrative): "Your Daddy is sitting just there. You can go to the slide and come back to him."
Watch for: sliding into advice-giving or assessment, which goes against the model. Working signs: the child can leave the parent's side and return, and separation at nursery goes more smoothly.

4.16 Bonneuil: the "institution éclatée" (exploded / inside-outside institution)

Purpose / when: for psychotic, autistic or severely troubled children and adolescents who need a living place, not a ward [source: Universalis; Frontiers 2017].
Practice (as described): a stable base plus life "between a here and an elsewhere" (Fort-Da). This includes stays in the provinces and with host families, apprenticeships with craftspeople, and outings to theatre, museums and concerts. Children who settle into routine are moved on, because a change of place can heal [source: Universalis; Frontiers 2017]. Children are admitted without being categorised [source: Frontiers 2017].
Steps for transfer to your setting [synthesis]: (1) Build planned comings and goings into care (a base plus outside placements). (2) Use each departure and return as a spoken event. (3) Review placements when the child stagnates.
Watch for: fragmentation without a holding base. Working signs: the child can tolerate absence and return, and speaks about elsewhere.

4.17 Bonneuil: the morning "causette"

Purpose / when: daily group speech, where children and adults plan the day and talk about what is happening in their lives. Speech is treated as the subject's expression [source: Frontiers 2017].
Steps [synthesis]: (1) Same time daily, with everyone present. (2) The plan of the day is said aloud. (3) Anyone can bring an event. (4) Adults respond as speakers, not experts.
Watch for: the group turning into a lecture by adults.

4.18 Bonneuil: workshops as a "third"

Purpose / when: painting, theatre, sculpture and similar, mostly in the afternoon. These are explicitly not therapy and carry no interpretation. The activity is a "third element" between adult and child, and the year ends in public shows or exhibitions [source: Frontiers 2017].
Steps [synthesis]: (1) The adult leads a real craft activity. (2) No interpreting of productions in the workshop. (3) Aim at a public product.
Watch for: staff slipping into therapist mode in the workshop.

4.19 Bonneuil: the weekly parents' meeting

Purpose / when: weekly (Mondays), for parents to speak and support each other. Mannoni addressed parents from their own position, without blaming or using authority [source: Frontiers 2017].
Steps [synthesis]: an open group; the leader facilitates rather than instructs, and lets parents answer each other.

4.20 Ending the analysis

Purpose / when: when the symptom is no longer needed and the child's desire turns elsewhere. Dolto let the child's desire decide, read through the payment [source: USP 117767, p. 494].
Steps [synthesis]: (1) Notice signs: forgotten payments, the child talking of friends and activities, the symptom fading. (2) Ask the child. (3) Agree on an end date with child and parents. (4) Leave the door open.
Example language (illustrative): "You often forget your pebble now. Perhaps you need these meetings less. What do you think?"

5. Handling problems

The child is sent but doesn't want treatment. Source-based: there is no analysis without the child's demand. Accept the refusal, make sure the child has heard why the adults are worried, and offer the suffering parent their own work [source: USP 117767; Schauder]. Synthesis: offer one or two more consultations "to see", so refusal is a choice and not panic [synthesis].
Forgotten or refused symbolic payment. Treat it as a message about the wish to come, not a disciplinary matter. Ask about it. If it is repeated, discuss whether the child wants to stop [source: USP 117767, p. 494]. If a parent "remembers for" the child, give the responsibility back to the child [synthesis].
Parents sabotage or withdraw as the child improves. Expect this: the child's autonomy can threaten a parental fantasy or expose a parent's wound [source: ICEM]. Increase parent interviews, name the change and its cost without blame, and offer a parent their own space [synthesis].
Parents feel accused. Mannoni avoided guilt and spoke from the parents' position [source: ICEM; Frontiers 2017]. Present the symptom as a family message no one chose. Credit the parents for bringing the child [synthesis].
The child is stuck: repetitive drawings, empty play. Look for an unspoken fact (4.9). Check whether you are addressing the wrong body-image level (4.8). Review the payment and whose desire sustains the treatment [synthesis].
Overwhelm or disorganisation in session (psychotic or very young children). Return to base-image safety: name where the child is, who is there, and that the parent is in the waiting room. Bring the parent in if needed. Lower verbal intensity [synthesis, consistent with 4.8/4.10].
Silence. Respect it and listen to it with the child [source: Schauder]. Keep materials available [synthesis].
Rupture after a truth is told or a parent is interviewed. Repair by explaining what you said and why. Restate confidentiality. Ask the child what it felt like [synthesis].
Transference pull to be the "good parent" or educator. Abstain from maternal and paternal functions [source: USP 117767, p. 494]. Supervision is the standard remedy in this tradition, which trained in public consultations and seminars [source: CCAS on Trousseau training; synthesis].
Demand to normalise for school. Refuse to take adaptation as the goal [source: ICEM]. Still give the school a respectful, minimal, non-diagnostic account with the parents' consent [synthesis].
Child protection, abuse disclosure, suicide risk. The sources give no protocol. Truth-telling and analytic abstention never override legal reporting duties or a standard suicide/self-harm risk assessment. Speak the facts to the child, including that you must act to protect them [synthesis]. Dolto made public remarks on incest and child sexuality that drew later criticism. Follow current safeguarding standards, not those remarks [uncertain].
Very young child who can't separate from the parent. Keep the parent in the room. Speak the separation in words step by step. Use a Maison Verte-style frame [source: USP 163269; synthesis].
Applying institutional Bonneuil ideas in a conventional service. Adopt the spirit: planned comings and goings, daily speech groups, non-therapeutic workshops and a parents' group, while keeping legal duty of care [synthesis].

Sources

Sources: