Penser autrement les difficultés scolaires : les apports du Rorschach en système intégré

Abstract

This study examines school under-achievement from the perspective of clinical psychology. We compare 2 groups of children in the 3 rd grade (mean age 9) based on their results on a national test of French language and Mathematics. We present the Rorschach results of 7 high performers compared to 7 low performers, all of whom have IQ scores (K. ABC) that are in the average range (90 – 109). The Rorschach data (Comprehensive System) demonstrate no differences between these groups of children concerning affective functioning and stress tolerance. However, the quantitative and qualitative results are notably different concerning attitudes relative to complex situations, in the area of critical self-perception and conflict-resolution strategies.