Psychoanalytic Therapy

Any person of any age, whether adult or children, can benefit from psychoanalytical work. Psychoanalytic therapy is inspired by the psychoanalysis founded by Freud.

Psychologists use techniques such as active listening and can help patients in difficulty to express their painful experiences.

Like a catharsis, this process aids the release of painful affects. The practice may be the only place where people can be themselves. They can express without shame what they really think and feel, as Psychologists are not moral judges, but people capable of empathy for the other’s suffering.

But beyond the cathartic expression of emotions, psychoanalytic therapy is a space where patients can freely elaborate about their issues.

One of the most fundamental rule of psychoanalytic therapy is the free association – accompanied by Psychotherapists, patients express without censorship all thoughts that come to their mind. Associating freely, patients can access their hidden subconscious conflicts. This process enables a growing awareness of the reasons of their difficulties.

The role of Psychologists is to accompany their patients inside themselves. Psychologists help patients to understand their difficulties and help them to evolve in the way they relate to the world. The goal of psychoanalytic therapy is to develop the patient’s autonomy. This is so they are not overcome by their personal history and are proactive in their own life. This enables personal growth.

In todays society where people are constantly racing to achieve results and perform better, the psychoanalytic space offers a place where it is not about doing. It is a place where people can decelerate to reflect and to think about themselves in order to be. It is a place where people can take time to develop themselves towards becoming a more fulfilled person.

What about children ?


When should you consult? Sometimes it is the teacher who observes a child’s disorder that goes beyond education, such as a behavioural disorder. But an appointment can also be useful for parents who have a question about their child, a doubt, a concern or are simply seeking advice. Psychologists do not have recipes, but they can help parents to question themselves, to evolve their educational methods and their relationship with their children.

Psychotherapy aims to improve a child’s adaptation to the demands of family, school and society. For example, it may be a better socialization with peers or a more fulfilling relationship with their parents and siblings. It can also help the child overcome the consequences of a psychological trauma, a loss, an illness, an accident, or other traumatic event

But to express themselves children do not use language in the same way as adults. For the youngest it is through play, drawing or more informal exchanges. This is the way they express their difficulties, their suffering, their inner psychic world. Psychologists use games and drawings, verbalising, questioning and interpreting. They offer the child words to name what’s going on in the games, the drawing and the relationship. These words enable the child to develop an awareness and thus to move on when real or imaginary constructions have fixed them in an undesirable behaviour.

Parents may feel guilty about the fact that their child goes to therapy and subconsciously oppose to it. Unfortunately as children can unconsciously perceive the resistance of their parents, they might challenge therapeutic work. Parental support is needed for a productive therapy.

Psychological interviews for adoption of children for French nationals

In France, there are two forms of adoption:

  • Full adoption

It is irrevocable. The child has the nationality and the family name of his new parents, and all connections with the biological family are broken.

  • Simple adoption

It is revocable in very severe cases. The child bears his family name, followed by the one of his adoptive parent, or only the one of the adoptive parent. They keep the rights of inheritance of their family of origin.

The natural filiation is formalised at the town hall by a simple statement of declaration of recognition. In the case of filiation by adoption it is a judgment of the High Court that pronounces and establishes the filiation.

As French people, whether we adopt a foreign or a French child, it is necessary to first obtain the Approval for Adoption. This is a legal authorisation to adopt. It is a document stating that you offer a home that is suitable children in search of a family. Indeed Decree 98771 of 1st September 1998 stipulates that it must be ensured that “the reception conditions offered by the applicant on family educational and psychological levels meet the needs and interests of an adopted child. ”

To get the approval, we must build a case and provide a number of documents including psychological evaluation. Under Article R225-4 of the Code of Social Action and Families, a psychologist or psychiatrist must assess “the psychological context in which is formed the plan to adopt.” Psychological evaluation is therefore part of a legal proceeding.

But psychological evaluation also includes an informative and reflective dimension with couples or singles making an adoption application. The aim is to help them understand adoptive parenthood, the adopted child, the child’s experiences, and the child’s past present and future issues.

Cognitive Training

Cognitive training is a treatment of cognitive disorders through video and/or paper support.

It follows a psychological assessment. If the neuropsychological assessment reveals cognitive disorders, we suggest therapeutical treatments.

For each disorder there are specific treatments and health professionals:

  • sensorimotor and visuospatial disorders are treated by a psychomotor therapist or an occupational therapist
  • language disorders are treated by a speech therapist
  • intellectual and mnesique disorders are treated by a clinical psychologist
  • attention and executive disorders are treated by either a clinical psychologist, a speech therapist, a psychomotor therapist or an occupational therapist


We offer cognitive training for children and adolescents. The Cognitive impairments we treat here are:

  • Attention and Executive impairments that lead to learning difficulties

They necessitate work on concentration, selective and shared visual attention, executive functions, immediate auditory and visual memories and work memory.

  • Intellectual impairments linked to logic difficulties

They necessitate work on reality encoding and development of representation, classifications and categorization, association activities, work on emotions and major childhood psychological conflicts.

Psychological Assessment

We offer psychological assessments for children and adolescents from 6 to 16 years old.

The reasons parents seek psychological assessment are many: hyperactivity, impulsivity, attention deficit, learning difficulties, skipping a school year, etc.

Some Psychologists who have received specific extensive training years in psychometrics are able to use tests from which they can establish a comprehensive psychological assessment.
Before undertaking a psychological evaluation, a few interviews are needed. To better understand why parents request an assessment, and therefore to better understand the difficulties encountered by the child, Psychologists meet individually and collectively with the parents and the child.
During those interviews, Psychologists gather the information necessary to select tests and make a proper interpretation of the results. They can refuse to undertake the assessment. A psychological assessment can be a cumbersome process and the decision to undertake it must made.

Psychological assessment consists of standardized tests. It is an evaluation of how the child operates cognitively and emotionally (both of which are closely related to each other) at a time of their development. It evaluates and links the child’s cognitive abilities with his personality, his problems, his inner psychic world. The assessment includes both a neuropsychological and a psycho-emotional evaluation.

Neuropsychological Assessment

It investigates higher cognitive function: intellectual, attentional and executive, language, memory, sensorimotor, visuospatial functions. This assessment highlights possible cognitive impairments and enables diagnostic hypotheses.

Nevertheless, sometimes there is a paradox. Cognitive impairment does not necessarily correspond to lack of academic success. A child with some cognitive impairment can have a satisfactory education albeit a certain degree of difficulty. Therefore, this evaluation of cognitive functions is always associated with a psycho-emotional evaluation. Analysis of psycho-emotional tests will for example enable understanding of how and why the child cannot make the best of his cognitive assets.

Psycho-affective Assessment

One part assesses the current emotional state of the child and the other one their psychic structure and personal issues.
The aim is to make diagnostic hypothesis of emotional disorders such as anxiety or depression. It enables as well the diagnosis of psychic structures such as an autistic functioning.

Last Meeting

After a few weeks of result analysis and report writing, the Psychologist reports to the child and their parents, the elements gathered during the psychological assessment. From these elements they may possibly advise therapeutic treatments and teaching strategies.

Psychological assessment is like a photograph. It reflects the child’s cognitive abilities and psychic functioning at a given moment. The results are likely to evolve over time with their psychological and emotional development.
It is not the aim to lock the child into a diagnosis. We focus on the child and their suffering. We are not judgmental. Psychological assessment is the opportunity to meet with a child in trouble, a moment to listen to their suffering and listen what they express subconsciously. We do this with no ulterior motive.