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Sophie DUHAMEL
Psychologist, Neuropsychologist
Plourhan

The youngest: children and teenagers

Neurospychologue Sophie DuhamelYoung children and teenagers : problem behaviours and/or school difficulties.

Your children and/or teenagers show a complicated behaviour impacting their everyday and school life ?
 
I offer you guidance to identify and analyse these disorders.

Feel free to contact me for an appointment.

Sophie Duhamel 06 80 56 68 43


 
Several events can interfere with brain function and cause cognitive impairments:

such as genetic syndrome, cerebral palsy, a stroke, epilepsy, premature birth, suffering at the time of birth, a head trauma,…
 
My role is to identify:

  • A speech defect (written or oral) : Dysphasia, Dyslexia, Dysorthographia, Dyscalculia

    The child confuses sounds, he cannot pronounce the words properly, he does not understand instructions. He shows speech difficulties and he tends to isolate himself. He reverses, confuses words or letters, he cannot read, or he makes a lot of spelling mistakes.

  • An attention deficit with or without hyperactivity (ADHD)

    The child needs to be constantly active, he is restless. He cannot focus on an activity for a long time. He cannot concentrate. He talks a lot, too much. He is distracted by his thoughts or his environment.

  • Memory disorders

    The child cannot memorize his lessons, poems. He easily forgets instructions. He forgets what he has just been told.

  • Executive functions disorders

    The child finds it difficult to control his emotions, to adjust his behaviour to the context and adapt to change. He can also have difficulties in starting an activity or in keeping instructions in mind, in managing and planning activities and controlling himself.

  • Coordination and movement disorder

    The child’s movements are not precise. He does not hold his pencil properly and his handwriting is heavy. Writing and drawing are achievements. He cannot tie his shoelaces nor button up his clothes. He tends to be clumsy and falls very often.

  • Visual-spatial difficulties

    The child does not have landmarks in space. . Constructions, drawings, handwriting are deformed. Reference points on a map, or geometry generally appear very complex.

  • Mental and emotional disorder

    The child is down, stressed. He feels scared especially at bedtime. He is a loner and finds it hard to make friends. Crises happen throughout the day.

  • A high intellectual potential, precocity, or “zebra child”

    The child appears “very bright”. He is very curious about everything. Relatives say he uses a very elaborate language with a rich and complex vocabulary. He is often attracted by older people. He feels alien to other children of his age. He is isolated. At school, he finishes his work before the others and he gets bored. He sometimes perturbs the class.