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Resume La guidance interactive est une technique de psychotherapie parent–enfant. Initialement developpee par Susan Mc Donough aux Etats-Unis, pour soutenir l’alliance aupres des parents en grandes difficultes. Elle a ensuite montre sont efficacite aupres de dyades dont les bebes presentaient des troubles fonctionnels du nourrisson, dans l’etude Princeps du Geneva Group. Cette technique choisit comme porte d’entree dans l’interaction parent–enfant, la dimension interpersonnelle, et la lecture des comportements interactifs, pour ensuite aborder les pensees et cognitions et les emotions en lien avec le symptome de l’enfant ou de la dyade. Le visionnement de sequences de jeu libre est au cœur du dispositif therapeutique, permettant une co-construction de la lecture de l’interaction, entre le therapeute et le parent concerne. Nous proposons une description des grands principes de cette technique et son illustration par deux cas cliniques. Le premier decrit une interaction dont la lecture fut un moment cle dans une therapie mere–bebe aupres d’une patiente presentant une depression perinatale. Le second illustre la creation d’une alliance therapeutique forte, dans une situation de parentalite a haut risque, par la description et soutien des competences parentales a travers le visionnement de moments positifs de l’interaction. Ces situations illustrent le processus therapeutique et les liens qui se font entre la symptomatologie maternelle et la synchronie de l’interaction. Nous discuterons cette technique au regard d’autres interventions utilisant le video feed-back.

Objectives This study aimed to understand if maternal interpersonal violence-related posttraumatic stress disorder (IPV-PTSD) is associated with delayed language development among very young children (“toddlers”). Methods Data were collected from 61 mothers and toddlers (ages 12–42 months, mean age = 25.6 months SD = 8.70). Child expressive and receptive language development was assessed by the Ages and Stages Questionnaire (ASQ) communication subscale (ASQCS) that measures language acquisition. Observed maternal caregiving behavior was coded from videos of 10-min free-play interactions via the CARE-Index. Correlations, Mann-Whitney tests, and multiple linear regression were performed. Results There was no significant association between maternal IPV-PTSD severity and the ASQCS. Maternal IPV-PTSD severity was associated with continuous maternal behavior variables (i.e. sensitive and controlling behavior on the CARE-Index) across the entire sample and regardless of child gender. Maternal sensitivity was positively and significantly associated with the ASQCS. Controlling behavior was negatively and significantly associated with the ASQCS. Conclusions Results are consistent with the literature that while maternal IPV-PTSD severity is not associated with child language delays, the quality of maternal interactive behavior is associated both with child language development and with maternal IPV-PTSD severity. Further study is needed to understand if the level of child language development contributes to intergenerational risk or resilience for relational violence and/or victimization.