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                <term xml:lang="en">Trajectories</term>
                <term xml:lang="en">Identification</term>
                <term xml:lang="en">Pre-identification journey</term>
                <term xml:lang="en">Giftedness</term>
                <term xml:lang="en">Parents</term>
                <term xml:lang="fr">Identification</term>
                <term xml:lang="fr">Parcours pré-identificatoire</term>
                <term xml:lang="fr">Haut potentiel intellectuel</term>
                <term xml:lang="fr">Parents</term>
                <term xml:lang="fr">Trajectoires</term>
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              <p>Introduction. – The pre-identification journey of giftedness is scarcely documented in the scientific literature and has mainly been studied by psychologists. While parents play a key role in this process, their perspective remains largely unexplored through a qualitative approach. Objective. – This study aims to identify different trajectories in the predentification journey of giftedness by adopting a retrospective, qualitative, comprehensive and exploratory approach. It examines the issues surrounding the origin of identification, its temporality, the actors involved, parents’ expectations and their experiences. Method. – Semi-structured interviews were conducted with 40 parents who have at least one child identified as gifted. Results. – Thematic analysis reveals that identification is generally initiated by the detection of psycho-emotional, social or academic difficulties, rather than the recognition of intellectual abilities. Various actors are involved in this process: teachers, healthcare professionals, associations and family and friends. The temporality of the process is relatively short, but varies according to the presence of a family history of giftedness. Parents primarily seek a better understanding of their child’s functioning and the legitimization of their needs. Identification may also reveal family and identity issues. Conclusion. – The pre-identification journey is a multidimensional process influenced by individual, social and institutional factors. Improved information and a more nuanced approach of giftedness are necessary to overcome stereotypes and provide appropriate support for children and their families.</p>
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              <p>Introduction. – Le parcours pré-identificatoire du haut potentiel intellectuel (HPI) est peu documenté dans la littérature scientifique et principalement étudié par les psychologues. Alors que les parents jouent un rôle clé dans ce processus, leur point de vue reste peu exploré avec une approche qualitative. Objectifs. – Cette étude vise à identifier différentes trajectoires du parcours pré-identificatoire du HPI en adoptant une approche rétrospective, qualitative, compréhensive et exploratoire. Elle examine les enjeux autour de l’origine de l’identification, de sa temporalité, des acteurs impliqués, des attentes des parents et de leur vécu. Méthode. – Des entretiens semi-directifs ont été conduits auprès de 40 parents ayant au moins un enfant identifié HPI. Résultats. – L’analyse thématique montre que l’identification est généralement initiée par le repérage de difficultés psychoaffectives, sociales ou scolaires plutôt que par la reconnaissance de facilités intellectuelles. Différents acteurs interviennent dans ce processus : enseignants, professionnels de santé, associations et entourage. La temporalité du parcours est assez courte mais varie en fonction de la présence d’une tradition familiale du HPI. Les parents recherchent avant tout une meilleure compréhension du fonctionnement de leur enfant et la légitimation de ses besoins. L’identification peut également révéler des enjeux familiaux et identitaires. Conclusion. – Le parcours pré-identificatoire est un processus multidimensionnel influencé par des facteurs individuels, sociaux et institutionnels. Une meilleure information et une approche plus nuancée du HPI sont nécessaires pour dépasser les stéréotypes et offrir un accompagnement adapté aux enfants et à leur famille.</p>
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