Mentalisation et coping dans la gestion de l’agressivite chez les enfants deficients intellectuels : etude de cas

Abstract

This thesis explores the links between intellectual disability (ID), mentalization, and aggressive behaviors in children. ID is defined as a significant limitation in intellectual functioning and adaptive behavior that occurs before the age of 18 (American Psychiatric Association [APA], 2013; World Health Organization [WHO], 2019). Aggressive behaviors are common in this population and often manifest as a response to frustration, communication deficits, or unprocessed psychological distress (Zazzo, 1979; Pagès, 2017). Mentalization, the ability to attribute mental states to oneself and others (Fonagy et al., 2002), is a fundamental psychological resource for regulating emotions. However, children with ID often experience a mentalization deficit, preventing them from symbolizing their emotions and leading to impulsive actions. This study examines how coping strategies, whether adaptive or avoidant, modulate the relationship between mentalization and aggression in these children (Lazarus & Folkman, 1984; Schwarzer et al., 2021). The issue addressed in this study is the role of managing narcissistic concerns in children with ID in regulating their aggression. Thus, the research question is: How does the mentalization process in children with ID impact their aggression? Based on Lacanian psychoanalytic theories on mentalization, as revisited by Mayi (2017), we hypothesize that the mentalization process impacts the aggression of children with ID. The goal of this study is to understand how mentalization mitigates aggression in children with ID. Through theoretical analysis and clinical observations (of our participants, including two girls and two boys aged 8-12 years), this work highlights the importance of educational and therapeutic approaches centered on the development of mentalization. The study shows that mentalization acts as a protective factor, reducing impulsive behaviors by helping children better understand their own emotions and those of others. Moreover, adaptive coping strategies assist children in managing stress and frustration. These findings emphasize the need for early emotional education and psychological support, particularly for encouraging emotional expression and developing mentalization. The study also recommends training professionals to identify mentalization deficits and intervene appropriately.