In this paper, we will present two devices setted up in two universities in France right after November 2015 Paris attacks. In 2015, France experienced several terrorist attacks: the Charlie Hebdo shooting on January 7th, with 12 people killed and 11 injured; a terrorist attack in Saint-Quentin-Fallavier, near Lyon, on June 26th; an attack in a train on August 21st; the attacks by gunmen and suicide bombers on five café terraces, a major Paris stadium and the Bataclan concert hall on November 13th which left 130 people dead and hundreds wounded (Kepel & Jardin, 2017). In France, these events have contributed to increase the feeling of insecurity and situations where, through emotions he can’t deal with, one can become an object of fear for himself (Žižek, 2010). Terrorist threat has become a reality infiltrated in the school world. For instance, in January 2015, one minute of silence has been introduced in every school. We will focus on the way emotions have been received for students and teachers coming back at universities and schools the 18th and 19th of November, immediately after the most echoing attack. How the working over of intersubjective movements has been at the center of the devices will be developed in the paper, in relation with activities of reading and writing in groups. The public involved was, for one device, 3rd year students in Education and, for the second one, 2nd year students in a Master of Education. All of them were future professionals in the fields of teaching, training, education or social work. The material we will analyze in this research, was not collected a priori, but in devices setted up to deal with the particular situation described above. In our psychoanalytically oriented clinical approach, our datas are usually collected during interventions, within the training devices or in the immediate afterthought (Blanchard-Laville et Chaussecourte, 2012). We want to show how the reading-writing devices we propose students to experience could be both moments of connection with oneself subjectivity (Winnicott, 1958) and times of elaboration of lived emotions. In our opinion, educators need to make room for their experienced feelings to be able to help their students to work over their own feelings. We wish to insist on the difference between the consideration of emotions to "manage" or "control" and their reception in a device that allows to develop them, let them run associatively.

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