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Education, family, children, online education, pnl, hypnosis, education special, special education, - Educh.ch

Education, family, children, online education, pnl, hypnosis, education special, special education,

Special Education in Swiss

The Educh site is devoted to the educational formations, training of adult in the social field, of specialized education, the formation on line, the centers of formation, and the formation continues, education direct, social worker, distance education, education direct, online education, special education, teacher, home school, welcome in switerland. We work in family education, and handicap section. Teacch, teach.This site presents the formations in French-speaking Switzerland and the educational technique used in this country

Good visit and ask me your questions in the forum

Educational metaphors


channels of access

Some sites on the subject

Reference works

Hypnosis today

Some extracts of the site hypnose.org

Good use of hypnosis in medicine expert

Excellent presentation of Ericksonienne hypnosis

Hypnosis in the child Dr. Jean-François MARQUET
resulting from the site

The PNL is a tool resulting from Ericksonienne hypnosis, visit
the Educh page on this subject.

Ericksonienne hypnosis visit this very complete site

Milton Erickson click here


Children Masters of transemy work of end of formation.

Why a space on hypnosis in the Educh site

Autohypnose, impact strength, in the child.


Dans le domaine du coaching individuel et la gestion du stress et du projet de vie... Je découvre actuellement une activité d'entraînement cardiaque. Basée sur la découverte des effets bénéfiques de la cohérence cardiaque. Dans le travail de coaching individuel, il est clair que ce nouvel outil est particulièrement intéressant.

Je vous invite a découvrir donc quelques infos glanées ici ou là sur cette nouvelle approche.  Je crois que nous avons là une technique t vraiment très intéressante qui lie progrès de la recherche et développement de la personne.

La méthode "Quick cohérence" est tellement surprenante et pourtant, j'ai collaboré une dizaine d'année au service psychopédagogique de l'armée. Dans le domaine de la gestion du stress, l'écoute de son coeur et l'attention au rythme de celui-ci m'est toujours apparu comme essentiel. Aujourd'hui nous disposons de nouveaux outils dans ce domaine que vous découvrirez sur les sites ou les ouvrages indiquer sur cette page.

Voici un formulaire pour vous faciliter la vie, vous pouvez en effet posez vos questions en ligne et si vous laissez votre adresse email je vous répondrais directement.

Ecrivez votre question ici

Service Online-Internet-Formation - Developpé par Johann Lüthi


A ce sujet découvrir bien sur les sites de références en France

La cohérence cardiaque me semble un outil vraiment très efficace dans l'intervention éducative. Un nouvel outil à développer et à utiliser dans nos pratiques.



Children: these Masters of hypnosis 

To be in the moon

Is this really a defect 

hypnosis in the world of l  education

Written work of fence

Children: these Masters of hypnosis 

To be in the moon

Is this really a defect 

hypnosis in the world of l  education

Pierre-Alain Luthi

Montchoisi 3

1350 Sphere

024 441 05 10



Specialized teacher

Formation ESTSF   1995

Employer: Home Bérallaz   1053 Cugy

In Pascale,

Who by his presence, his wisdom, his love supports my blooming and gives me the taste of living and d  aimer

With Caroline,

Who explores with as well d  étonnement and of fears the imaginary world as j  en am each time upset again

In Luc,










Jakayana Princess,

and another Fripouillon

Less imagined than Mary Poppins but which however m  ont makes jump to feet joined in the tables

Of my roots to hypnosis

Whereas the moon s  éloignait of l  horizon, the glance of the child seemed to be lost in l  infini and to s  enfuir reality, however its attention with the distance always more clearly brought back it about this difficult present.

Born from a land family, I followed my occupation of working horticulturist during ten years with l  entretien of parks a little everywhere in the world while studying theology. I have become teacher specialized at the end of the years huitante and exerts this enthralling trade for fifteen years including ten near the social problem childs. I animate also an Internet site www.educh.ch devoted to education.

To attend the children day after day in the simple moments of the everyday life m  a allowed to better include/understand l  être human and to m  enrichir in contact with these small men in becoming.

It is thanks to the conjunction between my passion for the reading and collaboration with a psychotherapist jungienne that I could discover all the importance of the worlds of l  inconscient, l  intuition and l  imaginaire.

And because I was likely to practise my first years of education in a center antroposophic, I could concretely approach the impact of the creativity and the artistic process in the development of the personality.

It is thus on a fertile compost, that my discovery of hypnosis, two years ago was sown.

I practise also for a long time and in a regular way the techniques of the PNL (neurolinguistic Programming) and of l  analyse transactionelle.

There is thus approximately two years, j  ai discovered the world of hypnotic hypnosis through l  excellent work of Victor Simon[1 ]. Complete work and of easy reading which m  a allowed to familiarize me with an apparently new field for me. Victor Simon refers at the end of the work to the Ling foundation in Lausanne. I thus made contact and followed a first course d  autohypnose with Anne Spagnoli, woman impassioned who ignited my enthusiasm. Then parallel to the course, I looked further into this interest and my knowledge by many readings, inter alia, the reading "to look after by l  hypnose" of Gerard Salem [ 2 ], and Eric Bonvin [ 3 ], allowed me to discover the passion which animates these two psychiatrists and l  intérêt hypnotic hypnosis in the medical field. That of "hypnosis-formation" of John Grinder and Richard Bandler "[ 4], made me become aware of the obvious bond between the PNL and the base of l  intervention of Milton Erickson. Indeed the PNL takes its source in its work. He is the founder of the movement of the new hypnosis.

I discovered that hypnotic hypnosis is a tool clearly defined in its uses and its practice with regard to psychiatry, medicine, the therapy, but I remained on my hunger as regards work with the children. C  est whereas I discovered, with much pleasure, l  ouvrage of Joyce C Mills and Richard J Crowley "therapeutic Metaphor for the enfants"[5 ]. Very great interest of this work, which s  adress with the therapeutists for children, finally makes me foresee new tools for l  educator and his daily work.

By the Ling foundation still, I could follow the courses of Shiatsu de Marlyse Schweitzer, I thus could improve my techniques of massage and body contact with the children. With my great astonishment I noted that the Shiatsu techniques are very powerful inductors of hypnosis.

With all these exchanges, I better encircled l  importance of hypnosis in the field of l  education near the children and could try out it within the framework of my professional practice.

The goal of these pages, is to make you share my discoveries. I was pleased to foresee the diversity of the tools and to understand that each one practises hypnosis without the knowledge.

I wish to specify that the supervision was more than ever essential in order to always call in question my step. Work with hypnosis is attractive and one would quickly have made lose oneself.

My presentation will thus take into account various tools, resulting from l  hypnose clinical or derived from the PNL or Shiatsu. These three techniques allowing to d  obtenir results of the same order.

The recognition of the resources of the child is in the center of any step. While basing oneself on these resources and by controlling the technique one benefits the best from hypnosis.

Whereas the moon s  éloignait always more, the child its being in l  ici seemed enraciner and maintaining Toujours more conscious and yet slightly different, its glance fixed on this horizon, its body seemed more receptive with what l  entourait. I even  étais surprised, confused and yet enthusiastic the door of l  imaginaire opens in front of me  .. Did Mary Poppins really exist t  elle   Could one thus really enter the tables while jumping there to joined feet.

hypnosis is a natural phenomenon. L  hypnose and hypnotic techniques n  ont for goal to support and d  utiliser this natural phenomenon. One will speak d  ailleurs for the hypnotic practice d  amplification and not of provocation. It is a behavior which l  homme division with the animals. It allows him a state of particular vigilance.

When one rolls on l  autoroute it happens that l  on s  oublie, focused on a concern or a reflexion. As if one put oneself in "autopilot". After one more or less long moment one takes again conscience with the impression to have missed and one realizes that l  on led in an automatic way. This phenomenon is a light hypnosis such as it is defined in l  hypnose ericksonienne.

This phenomenon represents resource that the child uses all the time, which makes us say that he is dreamer, in the moon   For the children in great social distress like those which I côtoie tous.les.jours, we say that it is locked up in its bubble, that it s  isole in its world. For we who work with these children we thus notice major phenomena of hypnosis, going d  ailleurs until fearing autistic features sometimes. The significant one for me was to realize that these types of behaviors are not worrying. They raise d  une resource quite to the contrary that the child developed in order to put himself in safety vis-a-vis the traumatisms undergone before the placement in institution.

Luc is a child of åns, placed in institution with 6 years l  âge. He is dreamer, distracted, always absorptive by his reflexions. One evening with the meal, it gesticule exaggeratedly of the arms in all directions and it does not seem to listen to our remarks. I question it on his behavior. It does not answer. As I insist it ends up starting and to answer me qu  il is in a swimming pool.

The made observations of Luc the following weeks, shows me that it s  enfuit regularly in its imaginary world as soon as it is not smelled well. It lived moments of crises so much and cries at the house qu  il learned how to use hypnosis to s  enfuir in its imaginary world and to be protected. Aujourd  hui this behavior n  est more adequate, but as of qu  il feels stressed hop it jumps on the side of imaginary and s  adonne to its favorite pleasure: hypnosis.

As soon as Cédric feels a frustration, even light, it launches out in sets of engagements between two animals. It does not hear any more that one speaks to him or that one wishes to communicate with him. It s  y finds well and seems s  enfermer in its world.

Erickson clarified the field much of l  accompagnement therapeutic while declaring that the symptom is a very powerful resource of human psychism, certainly sometimes inadequate but a resource. The state of hypnosis allows changes intern, of new choices, a catch of retreat to revalue lived situations. Does that avoid diaboliser these behaviors by labelling them of autistic features, behaviors prepsychotic, etc   It thus demystified the state of hypnosis.

hypnosis is a state of detailed attention of focusing on a virtual experiment of oneself (E Bonvin), a meeting of oneself with oneself (G Salem) or simply a state of consciousness modified according to the general movement of modern hypnosis.

At the time of the evocation of an event during a hypnosis, the active zones of the brain are the perceptuelles zones such as the visual, auditive and driving zones, the same zones as during real experiments of life. On the other hand, at the time of the evocation of a memory in ordinary situation it is mainly the zone of the language which is active. One can thus suppose that the brain of the person in hypnosis revives l  expérience in a real way and presents, which seems to confirm the impressions or the convictions of the Masters of l  hypnose.

E Rossi, which worked a long time with Erickson speaks d  état about paradoxical day before in opposition to the paradoxical sleep. Every 90 l  être minutes human enters in spontaneous hypnosis. During this spontaneous hypnosis the curves of the cerebral waves take the particular frequency of hypnosis, the layout of these curves being similar to the layout of hypnotic hypnosis.

Magnetic resonance shows that the person remains in waking state during the meetings d  hypnose as in spontaneous hypnosis, it is dissociation. As if part of us observed another part to live us an experiment, as dissociated of ourselves. The phenomena of major hypnosis obtained by the tools of l  hypnose can reveal of behavior of the cataleptic type, uncontrolled movements of the body, sleepwalking. One could then speak about daydream. There can be an amnesia of the moments spent in hypnosis.


transeis a spread phenomenon, more or less major, which allows l  imaginaire d  être more voluble. One can observe states of transein the turnip dancers or the jerwisch turners, the yogis or among sophrologists. One can speak about collective transein this qu  obtient a dictator as Hitler which handles a crowd etc 

It is astonishing to observe despite everything the people who do not live spontaneously or little fright. Among those one finds the children hyperactive, the children who cannot slacken any more, the people who fear to let themselves go. These people lived a traumatism or have major psychic difficulties. They cannot move towards transeand remain continuously in hyper vigilance. Experiments put obviousness that the concentration is reinforced after l  état fright, as if our brain needed to take down to hang up again its attention with surrounding reality again.

The process can be made in a completely alleviating way, without qu  il is never spoken about transeor hypnotic process.

The art of hypnosis is to obtain and use this phenomenon of voluntary way. The goal of hypnotic work is a simply d  amplifier and d  utiliser what already exists very naturally.

Presupposed of hypnosis ériksonienne

1 We have in us all the resources which we need to achieve our goals in the existence: fundamental principle in PNL as in Hypnosis ericksonienne, conscious or unconscious, these resources are there at our disposal. And of course the resource common to all the human beings: capacity to learn and make new trainings.

2 Each person is individual and single: this is why there will be never universal "receipt" in therapy ericksonienne but an individual approach adapted to the person, which presupposes a great flexibility.

3 We have unconscious autonomous and intelligent. It is an immense reserve of wisdom and knowledge whose intentions are positive: it is with this unconscious that we work and that we call the "interior guide", "the large wise one" or "the major spirit".

4 resistance is information that something was not taken into account in the unconscious operation of the person: all the obstacles will be invaluable indications for the therapeutist in order to accompany the person comfortably: no the fight but an analysis unconscious and conscious of the direction of resistances.

5 We perform the best possible choices for us at a given time: useless to feel guilty of what we did not made or in the past, we react according to our level of evolution and comprehension. Our unconscious makes the best choice according to all the conscious and unconscious data.

6 There is a positive function with each behavior: first blow of  il can be not always obvious but it exists. The unbearable child or violent one in class wants can be to show that it is there and that it requires that one deals with him, even if this behavior is not acceptable. In the same way the migraine which holds us with the bed east can be the only means as our unconscious with found to lead us to make a pause!

7 the state of transeis a natural state which occurs approximately every 90 minutes: that belonged to our balance.

8 therapeutic transeis an experiment during which the frames of reference or the limiting practices are circumvented: during hypnotic fright, one observes a confusion, a distortion of time and space which will make it possible to make new and more useful trainings.

9 Our brain does not make the difference between an imaginary mental experiment and a real experiment: it is this "deficiency" of our brain which will allow all interior repairs and which makes that "all is possible".

10 hypnosis is a process of amplification: Indeed unconscious A a power and a speed of extraordinary work, much higher than the conscious one. We thus have an amplification of the processes of training.

The imaginary world
Yes   Mary Poppins existed and the door of the tables s  appelait l  imagination, yes the dream of the child was going to be able to be carried out and l  humanity s  en would find transformed. The moon s  approchait then with great steps opening all its arm of fairy of the night. the child finally could s  envoler, to accompany by l  adulte which had learned how to fly.

L  imagination is more significant than the knowledge, Albert Einstein

For Eric Bonvin, the imagination term is more adequate than that of unconscious.

The healing virtues of l  imagination were already implicitly highlighted at the XVIIIe century by the first scientific commission of our modern history. Elected by the king of France Louis XVI, this one had the role of ruling on the reality of the animal magnetism whose state Franz Anton Mesmer made to explain the phenomena of cure which occurred in contact with the famous bucket qu  il had developed. After more than two years of work, the commission concludes that the cures observed could not be allotted qu  à l  imagination and not to this hypothetical animal magnetism whose made Mesmer state. However, following this conclusion, only l  hypnotism, before its decline, retained this potentiality of l  imagination and made the lever of its application of it. With its continuation, from the very start of the XXe century, the psychology and the great models of the care of l  âme and l  esprit reserved a generally dubitative reception, if this n  est frankly dépréciatif, with the therapeutic possibilities of l  imagination.[6 ].

One of the proposals of the therapy by hypnotic transeis to put the person in contact with her imagination in a freer and more complete way. During the process of fright, l  individu centered on its own experiment, revalues it, the recadre and discovers possibilities of change.

Mrs. Renee Delafontaine[7 ] described throughout her work the interior advance of l  intelligence at the child deep handicapped person. It underlines the process of maturation by assimilation and accommodation like l  a describes Piaget. Indeed the process of representation internal allows l  émergence of symbols, d  objets, of stable representations in the memory of the child which enable him to apprehend the more stable world of way. It shows it, in the example of the catch tadpole.

Small Cla, child seriously touched and autistic, started to give birth to in its gribouillages, of the insulated features, then circular forms, which, while being repeated, were connected by chance d  abord, then with a certain intention   And thus, made hatch a beginning of "catch tadpole"


  Un miracle of the life!.... On which one should not cease taking care.

Alas, Cla was placed in a school   effective like starting point and a priori of spectacular progress.

One came indeed, to show me his progress!... a splendid book filled with drawings made under direction, flowers, houses, and, inter alia, a character evolved/moved with clothing, parts of the body, members in double feature  et the neck! All that qu  on probably dictated to him, element by element!

J  admire not to disappoint its poor so proud mom of l  évolution of his/her daughter

And I ask small Cla to take shape a person, and looks at it making:

  Cla adds circular forms indefinitely   bases or it had remained about it internally   ones below the others   and this n  est that the bottom of the which page l  arrêta!

It would have laid out d  un roller of paper  . C  est of the kilometers let us d  embryons dead of which it would have fallen through!

   While believing well to make, one had dictated not the life to him but a stereotypy!

This description of Renee Delafontaine highlights l  importance process d  assimilation and d  accommodation. This power of l  imagination is in the center of the hypnotic practice.

the child has d  être need accompanied in its process of maturation. It enables him to answer waitings of the life. Its interior life is crowned, its perception of the world too. We need, in so much qu  educator, knowledge being with l  écoute of this interior music, so d  accompagner its process creative. the child has in him the resources to answer at the requests of the life. However let us not fall into l  angelism from Rousseau and remember that sometimes the imaginary one can be an adversary, for example at the people suffering from chronic depression.

Each one can discover in itself of the often unsuspected resources which can appear only by l  accueil attentive l  accompagnant. The respect whose Mrs. Delafontaine makes proof vis-a-vis the people in difficulty is exemplary and it supports l  émergence of the process interns l  individu within a making safe framework.

In the process of fright, we are invited to hold a low position and to let the person "knit" itself her future.

Does the child build the contents of transeand accompanying it day before with the framework and the process   C  est there d  ailleurs, that l  art appears l  intervenant, in delicacy and tact to be directed without forcing, to allow without releasing.

Many d  ouvrages and specialists is leaning on the description of the inductive techniques of fright. I will not make here the detail of it, but invites you to read l  excellent work of G Salem, and E Bonvin. 3

I quickly will describe in this chapter the stages of l  accompagnement with a hypnotic fright.

During transethe person is free of living her imaginary experiment however the speaker must be vigilant and take care that the person does not let herself overflow by imaginary too flourishing. It must maintain its leadership as for the processes (diagrams below), know the stages, and remember the objectives laid down as a preliminary them

It is essential to be conscious of the time which passes and the will of progress of the subject during any l  expérience.

The objectives must be defined by a preliminary exchange which makes it possible to give the framework and especially the smell to l  intervention. C  est the person who must initially be with light on the objectives qu  elle continues, however within the framework of l  intervention near the children, the objectives sometimes tacit, are based on exchanges upstream that the child always does not connect to l  intervention as such.

Many d  ouvrages and specialists is leaning on the description of the inductive techniques of fright. I will not make here the detail of it, but invites you to read l  excellent work of G Salem, and E Bonvin. 3

I quickly will describe in this chapter the stages of l  accompagnement with a hypnotic fright.

During transethe person is free of living her imaginary experiment however the speaker must be vigilant and take care that the person does not let herself overflow by imaginary too flourishing. It must maintain its leadership as for the processes (diagrams below), know the stages, and remember the objectives laid down as a preliminary them

It is essential to be conscious of the time which passes and the will of progress of the subject during any l  expérience.

The objectives must be defined by a preliminary exchange which makes it possible to give the framework and especially the smell to l  intervention. C  est the person who must initially be with light on the objectives qu  elle continues, however within the framework of l  intervention near the children, the objectives sometimes tacit, are based on exchanges upstream that the child always does not connect to l  intervention as such.

L  ajustement is the physical positioning of the speaker compared to the subject. It will be postural, verbal and verbal para. It s  agit to put itself out of mirror with the person while s  accordant in the sitting position or upright, the vocabulary, the rate/rhythm, the ton of voice etc   it is significant that l  ajustement is done naturally and almost in an unconscious way. The observer can locate this spontaneous adjustment between the child and l  intervenant.

This aspect is really essential especially qu  il gives an excellent departure to any intervention that it is a beginning of transeor simply an educational follow-up such qu  une discussion or an exchange with the child.

Induction is the stimulus which will allow about focusing the attention on a target, the indispensable condition to enter a fright.

It must enable him to enter a hypnotic state. The duration of induction is very variable, of a few seconds at several minutes, and even, several hours. The techniques of induction used by the hypnotists are variable according to the times and various currents' of thought. They exist rigid and standardized techniques or on the contrary more flexible techniques which adapt to the subject than it is a question of hypnotizing. The prolonged fixing of a luminous point is a famous technique which is spread during second half of the XIXème century.

One of the essential conditions is the sense of security. The fact that the person feels qu  elle can be let go to a new experiment under the glance d  une nobody on whom it can count is of primary importance.

L  attitude of l  intervenant n  est not empathic but attentive, to create a protective envelope around the person.

Focusing is the concentration of the conscience on an element of reality: the target. One speaks about focusing when the attention of the subject is seized.

As soon as the speaker locates a starting of fixing of l  attention, it encourages and stimulates the concentration on the target. Normally accompanying it the target chooses but it can be the choice of the customer himself, l  intervenant doing nothing but amplify this target.

It can accompany in even painful reflexions, like parents in difficulty, focus on a painful member or stimulate the identification with a héro of comic strip.

Focusing induces a reduction of the field of conscience on a limited space of reality, perception, or imagination. To focus is to concentrate.

The children arrive at table over-excited... I can be annoyed, with the risk which the excitation increases or to require of them to remain quiet without that having the least effect. I then try to focus them.

   I propose a history to them, I tell them a captivating account.

   I ask them to concentrate on the taste of the product.

   I test their pulse to see at which rate/rhythm it beats.

   I speak to them about their kinesthetic feelings, textures food in the mouth, feeling of swallowing etc.

The child should be made attentive with another thing, to enable him to concentrate on an aspect, which can be pain-killer, but which directly will induce certain calms.

Good if that does not go, a good blow is shouted...... or one sanctions...... [ 8 ]


Focusing is facilitated if the channel of privileged access of the child is used. It can also be initiated by external stimuli such as pendulum, spinning top, part of monaie which turns etc.

Dissociation is a particular phenomenon which appears during fright, It is d  ailleurs the sign most clearly. One could see that as a catch of distance from his experiment present. Part of the individual, unconscious, leads the experiment and another share, very conscious becomes the observer of this evolution and this experiment. C  est a particular state where the person then makes l  expérience of her unconscious resources, her imaginary, her capacity to living an experiment except framework.

For the person, the sense of security, the presence d  une nobody in whom it has confidence is essential. The speaker will not inevitably seek with all to include/understand but to maintain well focusing d  attention of the child on his experiment.

One can support dissociation by a rhetoric prone body, such as:

·Can your imagination very well how react has such situation 

·Your eyes know very well if there are necessary to remain open to be vigilant and to protect you or if they can be closed for t  emmener with the country of the dreams.

·Your eyes while crying can express the feelings well that you have in your c  ur.

·Your c  ur guard the memory of the people whom you love and it can, if it it want to again make you meet them in a dream or another situation.

L  essentiel is to become to aware qu  en transethe person must be left in a space of freedom, of creativity and that l  intervenant encourages by an open-ended vocabulary, vague, etc and by a making safe presence. Indeed dissociation could distress and the fact of feeling a making safe presence is very significant.

What the person experienced it is, which the change within the virtual framework of transeis also significant qu  une real experiment. Aujourd  hui is known that the brain uses the same circuits to live a real experiment or to simulate it in fright. That thus makes it possible to develop real resources, feelings of confidence and of safety for example, qu  il will be able to employ thereafter in concrete experiments. The feelings of self-confidence and safety thus developed will be directly available and usable in the life of tous.les.jours.

The attention of the speaker must be focused on the attention that the person carries to her own experiment.

The metaphorisation is the stage where imaginary subject takes over induction, c  est to saying that l  imagination seizes d  une experiment to transform it, to reorganize it so that the child can virtually make the experiment of his resources and his solutions.

C  est a very powerful capacity of our brain to connect an experiment, with another experiment as if all were real. As if l  imaginaire replaced reality.

J  induis a transewith a suffering friend since several years of recurring pains to a knee. Its attention is focused on the pain. It then starts to visualize its pain like a painting. It describes me this painting with much precision. Painting which it will carry out thereafter, with the gouache.

The metaphorisation opens the door of the change. One will be able to induce variations of impression or to try changes lasting l  expérience.

For that the speaker will use a vaguer speech and increasingly broad, less precise metaphors leaving the place to imaginary in order to letting the subject live the experiment which it needs to better be, for an experiment intimates personal by which accompanying it mixes the least possible. Terms such as "experiment", "rate/rhythm", "feeling" etc will be then adequate. The goal is to maintain l  attention on the virtual experiment.

The exchanges will reveal the share of spontaneousness of this metaphorisation which transforms reality into images, ideas, symbols. Transitional C  est l  espace of Winnicott, l  espace of plays which is essential at this time.

"potential space between the baby and the mother, the child and the family, the individual and the company or the world depends on the experiment which leads to confidence. One can regard it as crowned for the individual in measurement or this one made, in this space even, the experiment of the creative life." 9

The metaphorisation is l  outil employed by the children to include/understand the world, the process d  assimilation of Piaget which allows the child to build the symbol.

Our brain does not make the difference between an imaginary mental experiment and a real experiment: it is this "deficiency" of our brain which will allow all interior repairs and which makes that "all is possible

Here is the "secrecy": lived dissociated value d  expérience for the person has, on the same basis qu  une real experiment.

The realignment c  est to replace l  expérience of the child in a new context. It is a simple and effective technique which one regularly uses without in being inevitably conscious. In fright, it makes it possible the brain to completely revalue a situation.

To give direction to the suffering or a painful experiment makes it possible to accept an unpleasant situation with more facility.

Michel, 8 years is very afraid of the wolves garous which rôdent in the forest around the institution. (namely that this child looked at the Alien house at the three years age.) With sleeping I often tell him and in the form of episode history of Fripouillon who must face and to meet dreadful monsters who howl in the night. Fripouillon becomes acquainted with the Large Blue Wolf which becomes his/her friend and his adviser. The enemy wolf gives again competences with Fripouillon to defend himself by itself and can be seen like benevolent. Michel completely will cease being worried by the wolves garous, does not make more remarks on this subject. The phobia disappeared and it goes with joy in wood of making huts.

This tool n  est not new but at the time of a transeinduced by metaphor a realignment is often positive the child bus is opened more with a change d  optic than in the direct dialogue. The d  argumenter place against the convictions of the child, the realignment allows another point of view and of allows the child to see differently.

One can recadrer an emotion, for example: when the child known as j  ai fear   realignment: yes your useful fear t  est. C  est a feeling which shows that you think qu  il is significant to protect you.

The brain recognizing these imaginary experiments like real, we have the possibility of looking at the reality in a different and new way. It is the moment of the revelation of the ignored resources: emergences of feelings, discovered of capacities of relaxation, endormissement etc. It is a more solitary but constructive experiment which will make place at the following stage where the speaker will take again a more precise and more directing vocabulary inviting the person to conclude his experiment.

The conclusion will make it possible to the person to have the means of finding the resources discovered during l  expérience of fright. A child who will have discovered how to slacken during a history will learn how to connect the feeling of relaxation in the term or an element of l  histoire which it will re-use later to find only the sleep. Anchoring is a technique resulting from the PNL the speaker places some hypnotic suggestions post such as:

·When your body for of feels the need, you will be able to find this state of relaxation which is appropriate you so well "

It is a very significant aspect of the process which will allow the use of the new resources revealed by transeeven in the absence of the speaker.

The diagrams according to take into account the following significant stages: focusing, dissociation, the metaphorisation, the heuristic experiment of the change, anchoring, the hypnotic suggestion, to leave it fright.

The process

Evolution of the speech of the speaker

In the children
L  adulte had quickly to recognize that the children were the exceptionally gifted ones of l  envol, that they arrived much more quickly than him at the moon which accomodated them as if it awaited them. When finally l  adulte joined them on the lunar ground, it discovered that the children knew some much more than it had suspected it on the flight qu  il believed to teach to them.

If transeis common to the adults and the children, one can only recognize that the children are exceptionally gifted hypnotic fright.

"do not thunder any more your children who baillent with the crows with l  école by leaving their glance and their s  évader spirit towards the sky. Do not mislead you there they hear without listening, see without looking at, they are there and elsewhere 1  .

Actually these small small children are reloading itself in energy in order to reintegrate itself, a few minutes later in the present and the daily newspaper. The children however live transein a completely natural way one observed that the children suffering from disorder of l  attention, the hyperactive ones are able with difficulty to be in fright. What prevents them from concentrating. It is noted that that which cannot slacken its n  arrive attention step to concentrate it either.

We others, educational, are not therapeutists, we work in the field of the daily newspaper and the relation d  aide. We thus will lead transeas in a cabinet but will use this natural and frequent phenomenon, will recognize it and will not amplify it to accompany in the life by tous.les.jours.

The children having suffered much are often even more gifted than the other children for fright. Having undergone traumatisms lasting the early childhood, transeoften became a significant resource to avoid the sufferings due to the conflict situations or of frustration.

At the time of the conflicts between adults or with a suffering adult (alcohol, drug-addiction, depression, is delirious etc  ). the child spontaneously learns how to dissociate to avoid suffering. It is said that it returns in its bubble, that it s  évade, that he is dreamer.

Often at the time of the first days d  un placement in our institution one observes great number of spontaneous transewhere the child seems not to be present, not to be conscious of what occurs around him. One sometimes also notices, the first days d  un placement, a light mark of amnesia.

Calino, 5 years, undergoes an emergency placement on our premises. The police force withdraws it family residence and hospitalizes the mom. While entering the house which it has the opened large eyes and only speaks very little. All the first week, it gives the impression to be detached from the events and to plane on its cloud. After one year of integration we will evoke quietly together, him and me, this placement and this period. It will answer me that it does not remember nothing.

In this context, the work of the observer formed with hypnotic transemakes it possible to carry a positive glance on this kind of behavior and not to speak more about handicap. It uses this resource and develops the capacity of the child with métaphoriser the difficult situations and to help it to assimilate the tests. It can thus cause a drop in the level of anguish.

Often a child having undergone traumatisms can fear his imaginary and be maintained in a state of excitation to avoid entering in transeor to avoid endormissement. The disorders of endormissement are frequent in the children of which we have the load, this is why I tend to concentrate my work of intervention related to these new discoveries in this particular moment. It is there too that the work of the teacher, who is to accompany the child, takes all his value. And to meet its imaginary world in this manner makes it possible to support it in the training of the domestication of its fears.

The tools that j  utilise in my work of relation d  aide near the children goes in this direction and fall under the moments of the everyday life. My possibilities of action are thus played around the table of the meal, during the school duties or the plays and during the activities of leisures or at the times of the couchers.

In each one of these moments there are many occasions d  appliquer the tools that j  ai discovered in clinical hypnosis or PNL. The step requires a culture of the symbols and great myths which often nourish our dreams and our creations.

L  utilisation of certain tools seems simple and does not require particular techniques, however the good application requires a complete formation. It is necessary to be creative in order to amplify the imaginary one of the child without encumbering it.

Obviously the teacher must have a good culture of the myths and symbols to support an effective metaphorisation. As in all the branches of sciences of education, the supervision is essential here. It is essential for any educational intervention on the long term.

Work on l  imaginaire of the children requires a sure ethics. If to make dream can prove of a certain facility, to make cauchemarder can be it as much.

L  éthique of l  intervention is a crucial aspect. A teacher must himself d  avoir considered for itself on the major values and intentions which under tighten its action what will enable him to put at light its relation with the capacity and handling. The use of hypnotic transecannot be entrusted to teachers who do not n  auraient conscience of this aspect and his importance. Thus as any educational act l  utilisation of transerequires the respect and l  attachement with essential values. The freedom of l  autre to make choices, the respect of the world of the child, the values of his/her parents and the company in which it grows.

L  important is to understand that l  autre does not see the world such as we perceive it and that consequently the solutions qu  il can foresee are different from those which we could imagine.

A man discovered one morning in his garden of the birds d  une unknown species, finding them splendid it wished to nourish them for qu  ils can oversteers and to develop in its property. Not finding anything in the books about these splendid birds, it went with door in door a photograph to the hand to discover what these splendid birds ate. Nowhere it did not find an answer, it thus returned bredouille to its property. Sat on its terrace, looking at them, he says aloud, "But what can thus eat these unknown birds well  ". One d  eux turned to him and answered him "Of Corn Flakes to cinnamon!". Surprised it offered to them of Corn Flakes to cinnamon and made them a great joy. Thus it had run the city to no purpose, it was enough to ask directly it to them.

The teacher is often like this man, disabled to find a solution for the child whereas the answer is in the mouth of the children themselves.

Useful techniques

In l  apprentissage of l  ajustement the concept of proxemic distance is really very significant. It is essential to especially find the good distance body with a child if it undergoes traumatisms in his family medium. It is the proxemic distance which can make it possible to the child to feel safe. One is particularly attentive with this distance when one must enter the room or that one meets it in the corridors. The feeling d  intrusion is amplified if the topic approached is sensitive. It can go from 0 to 300 cm in general. Too much large the report/ratio will be cold, too close the child will be shown spontaneously aggressive.

When Louis is confronted with me, it is often aggressive and violent one. It was deceived by his father. While being attentive with him and his reactions, I carry out qu  il appreciate that I am has a sizeable distance from him, when I want to speak d  un difficulty to him. I place myself l  autre with dimensions of the part surroundings 3 measure for him to speak, it s  installe then and exchange with me completely slackened. While being attentive with him and his reactions I carried out that it appreciates that I am at a sizeable distance from him when I want to speak to him.

It is significant to locate the preferential sensory channel of the child, that can be done by listening to the words qu  il employs or the visual accesses qu  il use when it reflects.

We are all each day confronted with many existential situations which comprise positive and negative aspects. Our sensory perceptions, hearing, the sight, the touch and the taste and the sense of smell open the doors on reality. They are essential with the construction of a conscience of the world which surrounds us.

The PNL determines three of these directions like component determining of the mental image of our environment. Visual, auditive and kinesthetic systems, this last being made up of perceptions of contacts or felt body such as the tension, the pains, the cold, heat etc.

To be exerted to me with the professional coffee tasting, I know that it is clear that there are nonconscious blindnesses with certain tastes or odors. Just as such blindnesses exist in all the systems of perception.

Each individual thus perceives the world which surrounds it according to even divergent different assets'. The PNL seeks amongst other things with better including/understanding in what this imperfect perception of reality can influence the individual.

Obviously the individual privileges a type or another of system, it is either visual or auditive or still kinesthetic. With the PNL we have the means of evaluating with more precision the type of privileged system than the individual uses and thus how the person thus constitutes her chart of reality how it interprets the world which surrounds it.

To be determined the PNL invites the teacher to be attentive with the vocabulary and descriptions which a child can make by describing a simple memory. That makes it possible to choose the term well to be used in a history or an explanation, to support the comprehension of its share while being put in parallel.

Visual orientation (40%).

The person will use preferably the words such as "I saw, it is clear, at first sight. The predicates are: to see, look at, show, hide, clarify, light, visualize, prospects, image, luminous, clearly, shining, color, vagueness, blur, Net, clearly, vaguely, to shine, observe, radiate, resemble, appear. The ocular movements are in top or in the medium in the vacuum. This person will describe the situations in terms of what it will have seen. When it must remember a detail, it will attempt to check through image reminded and revisited in order to answer a question.

As a pedagogue, for this type of child I use diagrams, drawings to explain the duties or a situation. I underline color a text with reading. These children appreciate for much video and are particularly gifted it to locate the visible nonverbal signs. A long text is not useful for them, but a good sketch is very advantageous for them.

Auditive orientation (30%).

The auditive people report a memory by using the words like "it said, I made a false note, of course thank you" the predicates are to hear, speak, say, listen, question, sound, dialogue, agreement, dissensions, noise, rate/rhythm, tonality, mélodieux, musical, harmonious, bruyamment, to laugh, to express an opinion, to dialogue "the movements occulaires are in the medium on the right or on the left or in bottom on the left.

These people will give an importance very particular to what will have been known as or not known as. The auditive children require a great attention on behalf of the people who speak to them, they memorize texts easily but have more difficulties in approach a diagram or a visual description. Their are expensive: the verbal encouragements, engagements, the objectives which are defined in clear terms.

Kinesthetic orientation (20%).

The speech of the kinesthetic person is articulated around the terms as "I smelled myself so well, it made cold, I did not feel pains, this guy I do not feel it, his voice am soft, make a gesture." The predicates are to feel, touch, pressure, in contact with, smooth, to approach, fall, release, seize, released, concrete, firm, sensitive, solid, soft, hard, cordial, cold. The ocular movements are in bottom on the right. As far as possible I will support the body contacts like the Shiatsu massages. I am very attentive with the complaints on the physical level, the abdominal pains and the headaches, which disturb them often quickly. It is a person with whom it is difficult to explain a situation verbally. This type of body perception is far from explicit in our civilization, we tend to privilege the speech or the visual contribution. The language of the body is often foreign for us. The pedagogues anthroposophes have a better knowledge of the language of the body. For example to describe letters, they invite the children to model the form with their own body, thus giving a kinesthetic life to abstract concepts. Such people learn enormously by the physical experiment, the movement, and displacement in space.

To determine the preferential channel of the child, I ask him some questions and observes in which direction its glance moves before answering. I analyze also the vocabulary employed. Ocular displacement and a light fixity is a first step in focusing. It is the sign of entry in fright.

Michele and Cécile (äns) are all excited per hour of sleeping. I propose to them a voyage with Marry Poppins with the imaginary country. They are all the two lying ones, the glance turned downwards. They suck their inch. I introduced flowers into the meadows. These flowers are lollipops of all the colors. Two heroins of the history takes each one of it one and suck quietly them. I thus support focusing by the preferential channel of the young girls, supports it and amplifies it.

To adopt the position low is to accept that we do not know either. The teacher is often held in high position in order to ensure the good management of the time and the space of all the group in the institution. It is often guarantor of the authority and the sense of security in the child. However it is significant to know to leave this high position especially when the child regularly does not seem to understand or that it says that he does not know. The child must be able to seize that we do not include/understand all, that we need explanation. It is very significant in the process of the transewhich it knows that it is him which holds the solution.

To support the continuation of l  intervention, it is significant to d  obtenir l  acquiescement of the child for example while proposing to him to choose the armchair or it will live best fright.

C  est a form of handling, it is thus necessary to be very vigilant for our motivations and our ethics. By obtaining a first yes by the choice one leads the child to accept gradually l  idée qu  il will enter in fright. To obtain a consent on a small thing in general makes it possible to d  obtenir yes on actions larger. On this subject l  ouvrage of Robert Vincent joule [ 9 ] described with precision the processes manipulators which starts with phenomena such as the foot in the door. One can use a succession of questions of which the probability of consent is quasi total.

·You want that I tell you a histoire    oui

·You want to know the continuation 

·Es you quite lying 

·After will this history you be able to fall asleep   .

If the first put question had been the last it is more probable than I will have obtained one not.


Conversational hypnosis is a tool developed by Erickson. Often while leaving its cabinet the customers asked him when was going to begin the meeting d  hypnose. In fact it was already finished.

By using the signs of focusing lasting an abstract discussion and by inviting the people to be centered on their internal experiments, or quite simply by helping them to focus on l  idée which drew their attention, transecan installation lasting a simple discussion.

This technique makes it possible to lead a transewithout particular framework.

With the children j  utilise often this lasting tool for simple discussions by observing the movement of the eyes its threshold of concentration. It then saw a conversation which enables him to slacken or to more easily find a solution with a problem.

L  observation of the ocular movements m  aide also to be seen how the child analyzes or reminds a situation.

Conversational transeis a tool adapted at the time of the meal or when the child makes irruption with a concern, a problem or one questionnement.

A child wishes a toy in a window or qu  il sees on a display. I then invite it to describe it in detail and to imagine this qu  il would make with this toy if it had it, the metaphorisation on the toy allows the child distancier of frustration without s  en to realise and d  évoluer worms of the more pleasant feelings.

Another manner of making conversational hypnosis consists to bring back the statements of an unknown person of the child but who would have a place in his imaginary as a former resident of the institution or a grandmother, to say to him that it learned how to make such or such thing while using such or such resource.

The fact of making say something to another person whom more d  impact leaves us on the child.

Philippe has a problem of arrangement of his room.

·Ah with the known fact j  ai a child who s  appelait Matthieu and who had the same problem of arrangement as you. And well each morning it arranged its room before the lunch, it was very content bus after the lessons it could play. Aujourd  hui it makes a school d  informatician

·My large mother always said that to arrange its room is a difficult but quite useful spot to l  avenir etc

The evening with laying down j  aime to teach well with the children the techniques which make it possible to control the force: exercises of concentration, listens to beats of sound c  ur, followed by their rate of respiration. The children d  entraînement adore these small activities which are in fact only small means of making l  auto-hypnosis. That enables them to better s  endormir and d  être more slackened with the rising the morning. Perhaps you know Jedy of the Star Wars. On our premises the children are impassioned by the adventures of Sky Walker. For them, this modern tale has much significance.

Indeed Luke the hero must pass by one period d  apprentissage to control the force. Fredy and Luc, 8 and 10 years, must lie down rather early, regularly they do not n  arrivent to s  endormir and discuss long hours before finding the sleep.

I propose d  apprendre to them Jedy techniques to control the force, they are enthusiastic. I explain qu  il to them is significant to count the beats of the c  ur. This qu  ils makes with pleasure. They s  endorment very quickly and in the Fredy morning declares me "brilliant C  est tone trick j  ai counted the beats of my c  ur all the night!"

They can learn qu it is then possible D to use this technique at the time D a school test or when they must face a difficulty.

A child who plays in his room only can really be a good sign. C is L occasion of moments of spontaneous fright, nourished by imaginary sometimes overflowing.

The traumatized children have need for s  isoler of the Community life to only play and rêvasser. C is a perfect example d  une spontaneous metaphorisation. Regularly it is observed that these plays symbolic systems enable them to solve their problems and their traumatisms. It is thus very significant to only leave the child, not to disturb it, to let it thus develop its access to its imaginary life without encumbers. C is a spontaneous form D autohypnose very favourable with the revelation of competences.

Victor attended L accident of his little brother on the road. During more d  une year it will play in its room by imitating car accidents plus violent ones and creative the ones that the others. Thus trying d  assimiler an extremely violent shock then lived qu  il was 4 years old.

Fritz 8 years S insulates as of its arrival with L institution. it will want to often be alone in its room to play engagements between prehistoric animals. All was good for him to imitate these engagements without end. Combat which appeared in fact the terrible fights which opposed these parents during years.

Luc, 10 years, spends the hours to create bases of engagements to protect his nounours. He places in his bed the nounours repaired by his father in the bed. Around it raises barricades and a whole system of defense. To protect the nounours is a manner sympathetic nerve of protecting well the small wounded being which cures in him. L  abus qu  il had undergone of his/her father put it in a difficult situation, and the fact d  apprendre to protect had a great significance for him.

Perhaps cannot we always speak about hypnotic transeat the time of the plays symbolic systems but it is clear that L one is very ready, qu it S acts of the same phenomenon. What imports especially c  est to locate these moments when l  imaginaire the child is with l    uvre to allow him d  assimiler and to progress towards its life d  adulte

The safe place is a memory in which the child smells itself well. L induction is done on a situation qu  il likes particularly and qu it can be reminded quietly. I concentrate on his attention, m hangs to the details which its memory gets to him, it s  ensuit a body relaxation.

J  accompagne often by adding some powderings of the style, your breathing slackens, it s  approfondit, it marks the sure and quiet rate/rhythm of your life. To accompany while following the rate of respiration amplifies the relaxation, I speak on l  expire about the child.

N  arrive Johanna 14 years step to be s  endormir, I propose a small imaginary meeting to him. As it is impassioned d  equitation, I propose to him to be reminded one moment owl horse. Very quickly it closes the eyes, I speak to him while following the rate/rhythm about sound expires and very quickly I do not give any more details compared to l  expérience. I say simply 

·you live an experiment increasingly more precise 

·your breathing s  approfondit whereas you slacken  etc.

It s  endort quietly after ten minutes, I leave the room without making quietly noise.

At the time of body massages or contacts, it is very useful to be able to recognize fright. J  ai be surprised of the phenomena of transetaking place at the time of small massages or physical contacts with the problem childs.

L  ouvrage of J Bergès [ 10 ] presents a technique of relaxation based on focusing by physical contacts. To touch the arm of the child which closes the eyes by specifying the places concerned to him. It states a whole panoply d  exercice of tensions relaxation of the musculature which allows the child to slacken while concentrating on its physical perceptions.

The shiatsu is a technique of massage that J employs regularly and who is based on the meridian points of the body. Regular and rythmées pressures based on breathing allow a good relieving bus L spirit of L child remains focused on the feeling.

J  installe Johann on a chair and begins a massage shiatsu by making regular pressures on the meridian points of the nape of the neck, then I ask him to concentrate on his shoulder and the relaxation of this one. Johann closes the eyes. With my great astonishment it s  effondre on itself, completely letting itself go in my arms. Its state of transeis deep. I know that Johann is a child deceived physically by his father during several years. He then saw with a particular intensity such a work of relaxation. And especially a neutral body contact with an adult of reference.

This kind of reaction, as well as the very keen demand of the children for such massages, shows me not only l  importance physical contact but also that this step related to a good knowledge of the phenomena of transemakes truly a improvement of the quality of my work. The end of L exercise enables us to check L state to be real well L child.

This d  activity type is completely indicated to allow the child to s  endormir more peacefully. However, let us remain vigilant bus with l  heure of laying down the body contact with the child owes d  être practised with understanding. The fact that the children whom we accomodate suffer from which had disorders, for certain D between them, with physical abuses undergone during the early childhood, the body contact becomes more complicated then. One does not need qu  aucune ambiguity does not remain on such an act of the educational share d  un educational or d  une.

The discovery of its body, of its breathing, to name the various parts of the body of the child that l  on touches, allows a better integration of the body diagram. The phenomena of transerelated to its exercises are recurring and surprising, they are a door for an in-depth exchange with the child.

The technique of the three drawings is a technique developed by Mills in its ouvrage5. It allows the child to seek unconscious resources by a light fright.

L child makes a first drawing where one proposes to him to represent his difficulty. The drawing can be figurative or even very abstract when one asks him to draw a pain or an emotion.

One then asks him to redraw second once the problem but to represent it this time in his solved form. Does C be-with-statement qu it draw "like if  " what is already an opening to the imaginary process. It is astonishing amusing even to see at which point that does not represent a major difficulty for him.

In the third time, one proposes to him to carry out a third drawing which will represent the resources. It will have to draw this qu it S passed so that drawing 1 becomes drawing 2.

This stage it is common that the child blocks themselves and says "I do not know"  . I maintenances then the low position and I answer that I do not know either. It is necessary to let it seek, to concentrate. One can L help either by leaving it quiet or in L accompanying but it is necessary it to leave entirely free and L to encourage by admitting its competences to find the answer. After a time J could observe its eyes move and focus themselves with research d  une solution. C is whereas the third draft spouts out like an outline of solution.

In our institution, we post the three drafts above the bed, like symbol and d  échanger means with the other teachers.

Michel is Victor fought violently. J  interviens to separate them and I decide in conference to take again this situation which seems recurring with them. Victor is very afraid of his Michel buddy who l  a struck, it like is paralysed and lets himself strike. I speak a little with Victor for determining well the feeling which blocks it. I then propose to him to draw his fear. It carries out the first drawing then the second. And finally the third.

The third drawing represents the solution: alliances qu  il already installation with d  autres buddies. Buddies who promised to protect it. With astonishment it carries out qu  il had signed a contract D alliance with Michel and qu it it thus not respected. I propose to him to question Michel on this subject. Michel answers him qu  il wants to protect it well but that him Victor, must respect his engagements and not to more attack smallest bus Michel finds that very unjust!

Drawing 1. It describes the fear like a river in bottom of the drawing. This representation is really enthralling, J likes this manner of describing a feeling and there would be to say certainly much of this drawing on the symbolic system plan


Drawing 2. the child represents the situation without this fear.

Drawing 3 L child describes his solution, obtained after one moment of transein front of the white sheet. It draws several small buddies with whom it built alliances.

When in Michel it carries out qu  il striking by anger, here are its three drawings.

Drawing 1 it represents its anger. (I am surprised by his representation of the anger which in general makes it aggressive with respect to his/her buddies. It here would be seen earlier sad).

Drawing 2: it would be happy


Drawing 3. It is described in its family joined together again. It would be the solution for qu  il passes from anger to happiness.

For L child the means of passing from drawing 1 to drawing 2 is its family. This answer which appears basic will oblige us to reconsider the situation of this child since his point of view of D child. Its anger nourishes its sadness vis-a-vis separation D with its family, c  est for him very difficult to live and n  en were not enough conscious we. If the solution n  est not inevitably realizable, on the other hand the awakening of l  équipe is significant in this situation. L posting with l  accord of the child of its three drawings above its bed and c  est a d  échange means with the other adults who come to wish him a good night.

Doctor Winnicott[11 ] described with much clearness l  utilisation of the small play which makes it possible to discover the imaginary world of the child: squiggles.

It is very simple to carry out. D access L educational plots a free curve on a sheet and lets L child supplement it with his own way to make a small representative drawing of it.

Then the child realizes another curve of its choice and L educational supplements it. That is done several times in turn. C  est very amusing and strongly focusing for the child. L access to l  imaginaire is made in an extremely simple and ludic way.

This technique is very useful with children having difficulties for S of expressing in presence D an adult, to enter in relation to the adults or suffering of disorders the direct relation. Moreover this method allows spontaneously to leave L educational in low position.

In L workshop of pottery, I work while placing L child alone vis-a-vis the scheme of work. I give a minimum of technical councils and lets L child interact with materials and his imaginary.

The ground is a powerful catalyst in this d  activity type and is appropriate well to the kinesthetic children who seldom have as many possibilities D of expressing their emotions by their preferential channel. the child can thus smell, touch, mix etc.

transes  induit completely naturally dice that the child free course with its imaginary in the creation of the small objects leaves. The ground, universal and ancestral, makes it possible L child to develop his imaginary, even in front of an adult. It confirms it in its quality and in the quality of its achievements and allows him to progress in its feeling D recognized being to whole share.

Fred works freely with l  atelier of pottery, dreaming during long minutes by creating small plates in form of mandala. He dreams only of deaths, casualties, d  accidents, following the courses of pottery. During the following night, it makes a strong dream qu  il comes to tell me. During this dream, it is surrounded people deceased. It makes a pottery, during its manufacture the pottery became luminous. D  une such luminosity qu  elle lights the corpses around him, the pottery takes the form d  une plate whirling of colors and the people around him are raised and started again with living. This powerful dream archetypic enables him to find taste with the life.

Since these nightmares disappeared. The work of the ground allows according to l  approche jungienne a resolution of certain psychic problems at the child. The whirling form is the major symbol of the mandala, symbol which sommeille in psyché of each one of us. C is the circle of life.

Since this event, it arrived several times that I discover a child realizing of the mandalas. I L noticed more particularly in processes of mourning.

Again l  imaginaire m  avait played a turn.

Tales and metaphors

Powdering is a technique d  érickson. It excelled in l  utilisation of the metaphors. It consists in mixing words or sentences in the tales by changing the ton of the voice slightly. These messages touch the child on an unconscious level and have a subliminal effect. J introduce into the tale of the elements of the reality lived by the child with which I powder L history. The myths and the tales allow psyché of L child to progress and to better react in the life of tous.les.jours. I thus create with them tales before lying down by mobilizing certain techniques which support transeand the hypnotic process.

When L imaginary of the child get going, qu it starts to imagine l  histoire, its eyes are fixed in the vacuum, and one sees it dreaming quietly. It enters then a light dissociation between l  instant present and virtual l  expérience of l  histoire and the tale.

The small dwarf lies down quietly between two roots, it puts back his head and slackens, the rate/rhythm of sound c  ur calms himself and l  arbre l  entoure carefully its branches, it feels protected and s  endort gently 

A second significant technique and consists of l  utilisation of the context to support fright. It s  agit to refer, to the felt instantaneous ones and present of the child and to mix them with the tale.

the child is lying in its bed, it makes grimaces unconsciously, or scrapes the nose. The small dwarf scrapes the nose while thinking so that the mushroom had learned to him (whereas the child scrapes the nose spontaneously).

Another possibility is D to invite the child with a participation in l  histoire while requiring of him to propose solutions with the héro in difficulty. It remembers then with much precision of this moment when it seems itself to have entered l  histoire.

Small Fripouillon is removed by ogres who l  ont locked up in bags. I ask the child this qu  il could make, its proposal was to leave a knife its pocket and to cut fabric to s  enfuir. I continue l  histoire by integrating the solution of the little boy  . And Fripouillon jumps by ground is turned over and thanked L child for l  avoir helped.

They can mimer the behaviors of the hero, and are smelled then completely in l  histoire, they take for them all what the characters about the hero say.

In this manner the messages pass much better than by a speech. They are open, attentive and do not block themselves. Indeed l  émotion started by a too direct message causes the rejection, and the toughening of the thought.

J starts also processes of creation of tale to two.

With the video camera, I carry out with a child of our center a small film on the adventures of Jakayana the small princess. We create this history together. We use the camera reciprocally to film us in turn. I tell an end of l  histoire and it films me, then I m stop way impromptue and I film it in my turn when it tells the continuation. L child takes this activity very with c  ur, it made drawings which represent the Jakayana princess and her environment.

During these exercises the child has access to its imaginary and I can follow the creative process by displacement of his glance. She slackens gradually because the metaphorisation opens its imaginary. She then spontaneously comes the morning to speak to me about her dreams and her imaginations

Several years of continuation the report had been made by the teachers that the children were particularly agitated and in difficulty weeks of L Avent. Not to be able to leave to play outside, to be made concern for the holidays of Christmas, all this period of festivals weighs on the children. (As on the adults D elsewhere).

So and on L impulse of our therapeutist jungienne there is more than five years we propose each year a collective metaphor.

A topic is given for all December. To date, we dreamed together on l  Afric, Japan, Thousand and One Nights, the Indians and on the house of the Father Christmas

We build a particular decoration, caves, tents d  indien, country cottages in L entered of L institution, etc in direct connection with the topic. In this decoration, the children have to meet every evening before the supper. The lights are extinct everywhere and we diffused a music related to the topic. When all the children are brought together a teacher tells a history or a puppet animates. L  important is to benefit from this activity of the evening to amplify the phenomenon of transeby a well targeted history which makes it possible to the children to be let go to their imaginary. Moreover, one poses evening after evening the stages D a "enigma" qu it will be necessary to solve or discover for Christmas.

The evening of Christmas the tale is longer then everyone leaves in the forest to the meeting of the hero, the magic character in bond with the topic. The hero of L history, the puppet takes life and meets the children in the forest.

The magic side of these meetings took a strong direction for the children. We quickly noted that L environment was less heavy, less difficult. They seem to find in this collective metaphor a little calms and of serenity for this charged period, qu they can still S fill with wonder and discover "magic" moments.

Here what m  apparaît like a practical example of l  utilisation d  une collective fright. To allow a group to feel a certain fraternity, by visiting the imaginary world together and by seizing these moments to live a common experiment.

At the end of my first transfer of course on L hypnosis I wished by this work written to give a progress report on the discovered tools directly applicable to our profession D educational. J  ai which been able to clarify my intuitions and especially to connect in my practice of tous.les.jours this new knowledge.

This formation allows me useful locations for better including/understanding the world of L child and for better managing his access to L imaginary. I have a tool for L to help to integrate his experiments and of new solutions into the situations which worry it.

Concretely that leads directly to a practical project in our institution. This project is already in progress D development. It consists in using the tales and the metaphors in our educational approaches. We accomodate regularly since a month of the speakers and initiators with the tales during our conferences in order to work our tools D intervention. We are convinced to support the process of impact strength thus of L child.

However, it is obvious that we cannot compensate for medical work. A child who presents pathological signs or invading or too frequent states of fright, must be followed by a professional therapeutist.

I thank all the people who m  ont guided and supported during this new stage. I more particularly thank Eric Bonvin, Gerard Salem, Anne Spagnoli and the collaborators of the Ling Foundation, for the great quality of the courses and the supervisions. I still make a point of thanking Pascale Deppierraz for his assistance with the process d  écriture, working and for the profitable exchanges d  idées. Thank you still in Pierre and Jannick Viguet and my colleagues for Bérallaz who made possible, thanks to their opening d  esprit, such an approach near the children: Masters of fright.

Pierre-Alain Luthi, October 12, 2003

PS. I would put this text on the site www.educh.ch that j  anime and j  espère that l  échange, not imaginary but virtual, with the teachers and teachers will make it possible to develop this technique in our professional practice.

Notes and bibliography


[ 1 ] Simon Victor, Of the good use of l  hypnose, Collar Answer, Robert Laffont.

[ 2 ] Grinder John, Bandler Richard, Fright-Formations, Intereditions

[ 3 ] Salem Gerard, Bonvin Eric, To look after by l  hypnose, Masson

[ 4 ] Grinder John, Bandler Richard, Intereditions Fright-Formations

[ 5 ]. Mills Joyce, Crowley Richard therapeutic J Métaphore for the children, Desclée de Brouwer.

[ 6 ] Bonvin Eric, the care by L imagination, Letter 24, Fondation Ling

[ 7 ] Delafontaine Renee, When they broke their string, Editions of the Paths

[ 8 ] This is L humour (note of L author for the hearts sensitive)

[ 9 ] Joule Robert-Vincent, Beauvois Jean-Leon, the tender freely assent, Paris, 1998

[ 10 ] Bergès Jean, Bounes Marika, therapeutic relieving at the child, Masson

[ 11 ] Winnicott D. W. consultation therapeutic and the child, Gallimard

Baruk - L hypnosis. PUF, Paris, 1972.

Malarewicz J.A. - Course D hypnosis clinical, studies éricksoniennes, ESF, Paris, 1990.




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