[Toward a transitional concept of boundaries in pediatric clinical practice]

This article proposes a transitional conception of boundaries in order to understand them in terms of their psychological and intersubjective dimensions, rather than solely in terms of their regulatory and rehabilitative functions. To do so, it is essential to recognize that the frameworks and interventions offered to children should be differentiated according to whether they occur in everyday or therapeutic settings, while maintaining a continuity that should not be confused with rigidity. An example drawn from a "Storytelling in the Day Hospital" group will provide an inside look at these essential clinical nuances.