Agressions sexuelles, traumas relationnels précoces et processus de mentalisation d'adolescentes en contexte de protection de l'enfance
Bibliographic record
Abstract
Childhood sexual abuse, particularly intrafamilial (ICSA), has numerous negative repercussions, especially in the context of early relational traumas (ERT). These traumatic events can impair the development of psychic processes, notably mentalization. This capacity is essential for interpreting behaviors in terms of mental states (e.g., intentions, affects, thoughts), which are mental representations of oneself and others. To explore the mental representations of adolescent girls aged 13 to 17 who have experienced ICSA in an ERT context and to better understand the underlying mentalizing processes. An Interpretative Phenomenological Analysis (IPA) was conducted based on the narratives of four adolescent girls, derived from the Child Attachment Interview, a semi-structured interview that explores relationships with primary caregivers and mentalizing processes. The IPA reveals four main themes illustrated by cinematographic metaphors. First, through images, they express a need to protect themselves from bodily and affective intrusions that disrupt access to mentalizing processes. Second, the body plays a significant role in their relational experiences, profoundly influencing their interactions and self-perception. Third, in the absence of reliable relations and with a fragile sense of self, they often feel insufficient and invalidated, perceiving themselves as de-vitalized objects in the eyes of their aggressors. Finally, the adolescents maintain a hope for repair, seeking to rebuild themselves through the changes they experience. The results provide access to the complex and unique representations of adolescent girls who have experienced ICSA in the context of ERT and help to understand the processes underlying their relational experiences. L'abus sexuel à l'enfance, notamment de nature intrafamiliale (ASEi), a de nombreuses répercussions négatives, particulièrement dans un contexte de traumas relationnels précoces (TRP). Ces évènements traumatiques peuvent nuire au développement de processus psychiques, notamment la mentalisation. Cette capacité est essentielle pour comprendre les états mentaux (p. ex., intentions, affects, pensées) sous-jacents aux comportements, qui sont des représentations mentales de soi et d'autrui. Explorer les représentations mentales d'adolescentes de 13 à 17 ans ayant vécu des ASEi dans un contexte de TRP et mieux comprendre les processus de mentalisation sous-jacents. Une analyse phénoménologique interprétative (API) a été réalisée à partir des récits de quatre adolescentes, issus de l'Entretien de l'attachement de l'enfant, un entretien semi-structuré permettant d'explorer les relations avec les principales figures de soins et les processus de mentalisation. L'API révèle quatre thèmes principaux illustrés par des métaphores cinématographiques. Premièrement, elles expriment, via des images, un besoin de se protéger des intrusions corporelles et affectives qui perturbent l'accès aux processus de mentalisation. Deuxièmement, le corps joue un rôle important dans leurs expériences relationnelles, influençant profondément leurs interactions et leur perception de soi. Troisièmement, en l'absence de repères fiables et avec un sens de soi fragile, elles se sentent souvent insuffisantes et invalidées, se percevant comme des objets dévitalisés aux yeux de leurs agresseurs. Enfin, les adolescentes entretiennent un espoir de réparation, cherchant à se reconstruire à travers les changements qu'elles vivent. Les résultats permettent d'accéder aux représentations complexes et uniques des adolescentes ayant vécu des ASEi en contexte de TRP et de comprendre les processus qui sous-tendent leurs expériences relationnelles.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".