This chapter addresses psychological and emotional repercussions induced by cerebral palsy, which condition the definition of body image and structuration of personal identity. In CP, the body image is altered, and similarly, through experiences conditioned by motor and perceptive disorders, the identity and the way of relating to others are also influenced. At the same time, the presence of palsy conditions the capacity of others (typically developing peers, family members, caregivers) to relate to the CP child. In fact, acceptance of the disabled child is also affected by the physical image of their body. On the basis of the concept of action, there is a search for pleasure. Cerebral palsy is the loss of the pleasure of moving that justifies the child’s renunciation of doing. If re-education is “action through interaction”, it must be “seasoned” with pleasure in order to be able to produce true improvement. If it does not evoke pleasure, it could become abuse and oppression. Intentionality is curiosity, initiative, participation, and openness to the world. The question “if he/she wants, he/she can do it” cannot be solved if palsy is considered as a solely motor problem and not an action difficulty. Re-education must help CP children to progressively adapt to their world and simultaneously to adapt their physical and social environment to themselves.