 Is classic psychoeducation a discipline in dissipation? The course of the School of psychoeducation of the Université de Montréal across more than 50 years of governmental and of social, legal, governmental, and professional reforms 
This article follows the changes in the ideologies that guided the governmental services for troubled children. They are placed in parallel with the evolution of the discipline of psychoeducation and the training of these professionals, particularly at the School of Psychoeducation of the Université de Montréal. Quebec parliament adopted in 1869 two laws, one on reform and one on industrial schools, as did many eastern states in the US; the reform doctrine was launched for troubled children. Women and men that were Catholic religious operated all these schools that were created until the Second World War. During the 1950-1960 some of these schools adopted the doctrine of the scientific re-education that was inspired by psychodynamic theory and its application by followers to institutional treatment of maladaptive children. Some of these centers in Québec developed a three years in-service training that is regarded as the classical psychoeducation approach. Twenty years later, the Université de Montréal introduced an undergraduate program in psychoeducation. It now offers master and doctoral curriculums. During the 1970, in Québec as in North America and Europe, the doctrines of desinstitutionalization and heterogeneous services and clinical approaches became dominant. It had major impacts on the training program and research agenda at the School of psychoeducation. Particularly, it involved a clear move from delinquency and problem behavior during adolescence toward a broader psychopathology perspective of children and adolescents and from a psychodynamic orientation toward a cognitive-behavioral perspective. Finally, it is argued that during the 2000, the profession of psychoeducator and its training became more and more constrained by legal, organizational, professional and scientific controls. All of these successive changes to this discipline since the 1960s lead to conclude that the classic psychoeducation is a discipline in dissipation.