Search

Dans la continuité de nos recherches sur la médiation par le jeu de rôle, nous nous questionnons sur les modalités d'expression du transfert, compte tenu des caractéristiques de ce médium qui mêle activité de jeu et narration collective. À cet égard, nous faisons l'hypothèse qu'il mobilise une forme spécifique de transfert, à l'origine de mouvements thérapeutiques particuliers. Nous avons rencontré deux groupes d'adolescents (7 au total) dans le cadre d'une médiation thérapeutique par le jeu de rôle, menée par un psychologue et un éducateur dans une institution de scolarisation adaptée. Nous avons conçu une grille de repérage des mouvements transférentiels permettant de caractériser la nature de ces mouvements et de différencier leur scène d'émergence, entre groupe et narration. Nous avons étudié les retranscriptions de l'intégralité des séances d'atelier pour mettre en évidence les processus émergents et leur évolution de manière longitudinale. Nos résultats mettent en évidence un déploiement du transfert d'abord généralisé et marqué par des tendances massives à l'expression de l'agressivité, du déni ou du rejet de l'autre et du groupe. Au fil du temps, le mode de relation à l'objet semble évoluer, en s'appuyant sur le transfert qui s'engage avec les co-thérapeutes, et par l'intrication de ces relations aux plans actuels et narratifs. Le jeu de rôle se révèle comme un lieu de projection de la dynamique relationnelle entretenue avec l'objet, et des représentations de la relation à l'autre. Le médium révèle alors les impasses de la création du lien et de la reconnaissance de la place de l'objet, les angoisses sous-jacentes, mais il devient également un transformateur des relations, parce qu'il permet l'émergence d'un transfert d'abord diffracté dans l'enveloppe narrative, qui autorise secondairement un mouvement de reprise et un apaisement des relations de groupe. Le jeu de rôle offre des espaces de projection qui rendent compte de la souffrance liée à la situation de rencontre avec le groupe. Il est également le lieu d'où peuvent se déployer des dynamiques relationnelles protégées de la destructivité agie grâce au prisme de la narration et d'un transfert en trois temps qui contribue au processus d'historicisation, de mise en lien. Following on from our research into mediation through role-playing games, we are investigating the ways in which transference is expressed given the characteristics of this medium which combines game activity and collective narrations. From this perspective, we hypothesize that it mobilises a specific form of transference at the origin of particular therapeutic movements. We met with two groups of adolescents (7 adolescents altogether) in a therapeutic mediation through role-playing games, conducted by a psychologist and an educator in an adapted educational institution. We proposed a grid for identifying transference movements, making it possible to characterize the nature of these movements and to differentiate their scene of emergence between group and narrative. We studied the transcripts of all the workshop sessions to highlight the emerging processes and their evolution. Our results showed that the transference was initially generalised and marked by massive tendencies to express aggression, denial or rejection of the other and the group. Over time, the mode of relationship to the object seemed to evolve, drawing on the transference enabled by the psychologist and the educator and by the link between relationships at the actual and narrative levels. The role-playing game reveals itself as a place of projection of the relational dynamics and representations of the relationships. The medium then reveals the pitfall in the creation of a bond and the recognition of the object's place, and the underlying anxieties. However, it also becomes a transformer of relationships because it allows the emergence of a transference that is first diffracted in the narrative envelope, which secondly authorizes a movement of recovery and a relief of group relationships. The role-playing game offers spaces for projection that takes account of the suffering linked to the situation of encounter within the group. It is also a place where relational dynamics can unfold, protected from the destructiveness of acting through the prism of narrative and a three-stage transfer that contributes to the process of historicization. [ABSTRACT FROM AUTHOR]

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

What does the approval in the entrance exam and entering courses at public universities mean for women? For some of these young women, it may mean escaping an oppressive family environment towards an academic space that still offers places to exercise critical thinking about class and gender inequalities linked to capitalism with slave roots. The objective of this article is to present the invention of a group device in psychoanalysis entitled "Roda de Conversa sobre Sonhos" (Conversation Cicle about Dreams) and to analyze two dream narratives and the group associative processes shared in two meetings that occurred in 2021. To this end, we discuss the theoretical matrices that supported the creation of the proposal and the three ways of treating dream material: singular, interpsychic accompanied by criticism of culture and prospective. The data produced was analyzed concerning the critical reading of feminist philosophers and psychoanalysts on patriarchy. On the one hand, it was possible to consider that the cultural industry affects dreams, shaping people's attitudes based on sexism and the expectation of salvation through romantic love. On the other hand, the associative chains indicated criticism of the social constraints that hinder female freedom. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Speech-Language Pathology & Audiology is the property of Speech-Language & Audiology Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Carnets: Revue Electronique d'Etudes Françaises / Revista Electrónica de Estudos Franceses is the property of Associacao Portuguesa de Estudos Franceses (APEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Shame can be an emotion made of an impression of inferiority, of unworthiness, of lowering oneself in the opinion of others. It is then likely to be associated with a feeling of dishonor, humiliation, embarrassment felt by scruples of conscience, and fear of ridicule. This notion is not unlike that of guilt. If guilt and shame both concern a perceived or real moral transgression (regardless of any intention), guilt is externalized and focused on behavior, whereas shame concerns the internalization of this transgression. In chronic pain, shame and guilt can manifest themselves at the level of the disease, the person affected, and the loss of belonging to the social group, through the questioning of the person suffering from chronic pain, who is often challenged in his or her status and role(s). If ignored or not welcomed, these emotions can have a detrimental effect on the psychotherapeutic work. Shame should be welcomed and validated before going into a decentration process, among other things, by carrying out activities that are chosen for their potential to be a source of pleasure. It is then possible to "soothe" shame by abandoning a task that is too burdensome or by reorganizing its steps. The psychotherapeutic process tries to make it possible to accept a shorter, lighter activity aiming at behavioral (re)activation, and thus to decrease the feelings of failure and helplessness and to move out of the confinement of the complaint. This is the objective of cognitive-behavioral psychotherapeutic group work with patients suffering from chronic pain. [ABSTRACT FROM AUTHOR]

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting from the observation of the omnipresence of moments of sociability in Flaubert's work, even for the most solitary characters, this article questions the place of the group in the Flaubertian semiotic system. Although some configurations (religious ceremonies, meals, ball or theater evenings, political meetings, etc.) are already used by the literary tradition, the games of modifications, enrichments or displacements operated at the different levels of the “parcours génératif” allow very often, as Greimas put it, to “produce the unexpected with almost nothing”.

Dans cet article, nous comparons les différences lexicales de quatre variétés Teke (Ɛtyɛɛ, ilaalɛ, Ityɔɔ et Iyaa), parlées dans les départements de la Bouenza et de la Lékoumou. L’objectif est de constituer ces parlers en groupes afin de déterminer les degrés de différences lexicales qu’il y a entre ces groupes. Au total, cinq types de comparaisons sont effectués pour aboutir à la répartition des parlers en groupes. La constitution des groupes, dans les quatre premières comparaisons, est organisée de manière suivante : trois parlers dans le G1 et un parler dans le G2. Dans la cinquième comparaison, les deux groupes possèdent chacun deux parlers (G1 = Ɛtyɛɛ et Ityɔɔ, et G2 = Ilaalɛ et Iyaa). C’est dans cette dernière où l’on remarque un taux de différences lexicales plus élevé par rapport aux quatre premières. L’écart lexical entre ces deux groupes est de 9,23%, un pourcentage qui marque la distance lexicale entre le groupe Ɛtyɛɛ - Ityɔɔ, et le groupe Ilaalɛ et Iyaa.

Sakaouti est un groupe de prévention de l'échec scolaire qui est proposé à des enfants de 3e maternelle issus de milieux précarisés et repérés comme en difficulté par les institutrices. Il est animé par le binôme d'une logopède (orthophoniste) et d'une psychologue. Ce groupe de 8 enfants vise initialement à stimuler leurs outils cognitifs (langage oral, compétences visuo-spatiales et fonctions exécutives) et à les préparer aux apprentissages en primaire. Au fil du temps, nous avons constaté la nécessité d'une approche plus globale, incluant un travail sur les émotions, sur la relation à l'autre et sur toutes les facettes du développement. Nous réalisons désormais un travail « sur mesure » pour aider ces enfants à reprendre un développement harmonieux et si le groupe reste un outil de prévention, son cadre et ses effets sont à notre sens ceux d'un groupe thérapeutique. Sakaouti is a prevention group proposed to preschool low socio-econonic status children who are identified as having a late development according to their teachers. A speech therapist and a psychologist lead together this group of 8 children. It aims to stimulate children's cognitive functions (oral language, visuo-spatial and executive functions) and to prepare them for primary school learnings. As time goes by, we have learned that we need a more global approach, including working on emotions, on social interactions and on all the development facets. We now apply a "tailored" approach to help these children to regain a harmonious development. Even if the group remains primarily a prevention tool, its setting and its effects make it also a therapeutic tool. [ABSTRACT FROM AUTHOR]

La crise de la Covid-19 a exacerbé la demande de dispositifs groupaux dédiés aux soignants et aux personnels hospitaliers et médicosociaux. Cet article souhaite faire apparaître, par la synthèse de multiples retours d'expérience de dispositifs groupaux menés par des psychologues cliniciennes et chercheuses durant la pandémie de la Covid-19, les enjeux de l'ouverture de dispositifs groupaux, entre offre et demande, ainsi que leurs principaux apports et limites organisationnels et psychologiques. Six chercheuses-cliniciennes se sont réunies pour échanger sur leurs expériences vécues lors de la mise en place de dispositifs groupaux. L'analyse des retours d'expérience s'est faite au moyen des concepts de la psychodynamique du travail et de la psychanalyse des groupes, permettant de faire ressortir les caractéristiques organisationnelles et psychologiques des dispositifs groupaux dédiés aux professionnels. Nos résultats mettent en évidence que le dispositif groupal, en permettant le partage des éprouvés, aide la reconnaissance mutuelle entre professionnels, et donc de nouvelles identifications afin d'éviter la fragmentation des collectifs de travail. Le point le plus central semble être la capacité des dispositifs de groupe à traiter l'agressivité et la colère ressenties face à l'impuissance à agir dans des situations de crise. Les limites de ces groupes concernent leur difficulté à laisser s'exprimer des paroles individuelles plutôt que collectives, et le risque d'être le terrain d'une répétition du trauma pour les professionnels qui attaquent ou fuient parfois ces dispositifs, par peur de ce qu'ils pourraient faire ressurgir. Plusieurs points de vigilance et préconisations des expériences rapportées dans cet article sont explicités, afin d'éclairer et guider les futurs meneurs de dispositifs de groupe construits avec et pour les professionnels du champ sanitaire. The COVID-19 crisis has exacerbated the demand for group arrangements dedicated to healthcare professionals and more widely hospital and medicosocial staff. This article attempts to shed light on the issues at stake in the opening of group settings, between supply and demand, as well as their main organizational and psychological contributions and limitations, through the synthesis of multiple feedbacks from group arrangements carried out by clinical psychologists and researchers during the COVID-19 pandemic. Six female researcher-clinicians met to discuss their experiences in setting up group care facilities. The analysis of the feedback used the concepts of work psychodynamics and group psychoanalysis, making it possible to bring out the organizational and psychological characteristics of group arrangements dedicated to professionals in the healthcare sector. Our results show that the group arrangement, by allowing the sharing of experiences, helps the mutual recognition between professionals, and thus new identifications in order to avoid the fragmentation of work collectives. The most central point seems to be the capacity of group arrangements to deal with the aggressiveness and anger felt when facing the powerlessness to act in crisis situations. The limits of these groups concern their difficulty in allowing individual rather than collective words to be expressed, and the risk of being the site of a repetition of the trauma for the professionals who sometimes attack or flee from these mechanisms, for fear of what they might bring back to the surface. Several points of vigilance and recommendations from the experiences reported in this article are explained, in order to enlighten and guide future group facilitators when offering group arrangements built with and for professionals in the healthcare field. [ABSTRACT FROM AUTHOR]

The authors discuss their experience with group psychotherapy of children within the public health system and community services spanning the last fifteen years. They specify treatment indications, regarding heterogeneity of diagnoses among other criteria, and outline their model of group work. Anxieties pertaining to group implementation, the group as an object, group illusion, the elaboration of differences, non saturation of meaning, excitation and the parental support group will be discussed and illustrated with clinical cases. [ABSTRACT FROM AUTHOR]

Le harcèlement scolaire constitue aujourd'hui une réelle problématique au sein de l'Éducation Nationale. Avec environ 15 % des élèves en âge d'être scolarisés touchés par celui-ci, il paraît important de le comprendre et d'agir. Cette étude a pour but de présenter un projet de prévention permettant d'agir dans un établissement français du second degré, à partir d'un dispositif mené dans une classe de 6e et une classe de 4e. Elle consiste à recueillir les représentations de chaque élève et à en débattre en classe, afin de comprendre le fonctionnement de chacun au sein du groupe classe. Ces différentes données ont pour objectif d'élaborer les actions à entreprendre pour stopper les microviolences. Elles ont permis de mettre en évidence la différence des problématiques selon l'âge des participants et le sexe, nécessitant des actions différenciées selon les groupes et les classes. La prévention du harcèlement devient une priorité, quelle que soit la classe d'âge et particulièrement à l'adolescence, période de fragilité identitaire. La compréhension des comportements des témoins reste la meilleure clé pour sensibiliser les élèves. Bullying is now a true issue in National Education. Implications are serious in both victims and agressors who belong to two high-risk young populations which leads to the intervention and preventive programs implementations. Around 15 per cent of school-age pupils are affected by that. Understanding and acting therefore sound important. This research aims to table a preventive program for intervention in a French secondary school. This study has being leaded in both a first and third-year class in a secondary school to collect each pupil's representations for talking about that and understanding each individual's working in the classroom. Firstly, pupils are invited to respond to this question "what do you think of the word bullying?" by the mean of an illustration drawn for one hour. These productions let do various kinds of representations. Then we asked three questions so that each pupil play the role either as an abuser or an onlooker or a victim to start talking in the class from each pupil's drawing for improving the group dynamics. We first noticed each pupil's answers have shown how serious and burdensome situation is. From their drawings, differents kinds of representations was characterized such as the various aspects of bullying (secret, failure of group dynamics, phenomenon of repetition and markers of difference), the acknowledgement of feelings, their victims, abusers and onlookers' representations in which the pupils of both classes shown differents ways of life and behaviour. From different pupils' talkings and representations, we understood when they identify with both the victim and the abuser or the access to the words can stop the bullying especially if caring and motivated adults are there. During the talkings, a reassuring message travels between the witnesses who then have a common feeling to be a part of a group whose each member has to be protected from. The results restitution time provided an opportunity for the most positive feelings pupils to talk about in front of other people. These various data are used to draw up a plan of action for stopping micro violence. They brought to light the diversity of issues according to the age and the gender of participant's requiring suitable actions depending on groups and classes. In this way, the prevention of bullying becomes a top priority of any age group and specially during the teen years which is a identity weakness time. The understanding of whiteness' behaviour remains the best way to draw pupils' attention. At last, it is essential to tell them the effects of bullying on victims and abusers as well as to draw pupil's attention to their differences. [ABSTRACT FROM AUTHOR]

In a prison that is closing for good, an unexpected administrative obstacle prevents the transfer of twelve inmates, forcing five officers to remain on duty. A film shows us the interactions in that prison of two cohabiting microcosms and we associate images and emotions experienced in the face of the reactions between operators, patients and family members who find themselves working together. [ABSTRACT FROM AUTHOR]

Copyright of Movement & Sport Sciences / Science & Motricité is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Administrative Sciences (John Wiley & Sons, Inc.) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Community Mental Health is the property of Canadian Periodical for Community Studies Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, teachers are often encouraged to vary the activities and therefore to use group work with students. Working in a group is not an easy task for students, but it can be learned. The place of group work, both in official national education bulletins and in educational theories, is already showing its importance. France and Iran have integrated collaborative systems within the educational structure. We will base our research on the comparison of these two educational systems. To understand the effectiveness of group work in elementary school, we set up questionnaires to find out whether group work is more effective than individual work in language learning. By analyzing the students' responses, on the one hand, we find that most students hear that they are often comfortable in group work. On the other hand, we have found that groups do not always lead to better performance than the individual work. Our research has enabled us to understand that group work requires a lot of thought, preparation, rigor, and attention. In other words, despite the great interest on the part of the students that have been observed, group work cannot be considered the only form of work. [ABSTRACT FROM AUTHOR]

Dans le cadre d'un projet de recherche sur l'efficacité d'une approche groupale pour la gestion des hallucinations acoustico-verbales (HAVs), nous avons mesuré le sentiment d'efficacité des cliniciens pour aider leurs patients à faire face aux phénomènes hallucinatoires, avant et après avoir reçu une formation. Vingt-trois cliniciens ont reçu une formation de trois jours pour acquérir les bases nécessaires à la mise en place et la gestion des séances de l'intervention groupale pour la gestion des HAVs. Le sentiment d'efficacité des cliniciens pour aider leurs patients à gérer leurs HAVs a été mesuré avant et après la formation. Le sentiment d'efficacité initial des cliniciens pour aider leurs patients à gérer leurs HAVs était relativement faible. Après la formation, tous les cliniciens ont vu leur sentiment d'efficacité s'améliorer, que ce soit pour la gestion des HAVs en groupe ou en individuel. La formation de trois jours, dispensée dans le cadre de notre recherche, semble avoir été suffisante et efficace pour amener les cliniciens à mettre en œuvre et à gérer l'intervention groupale sur les HAVs. Aider les patients à faire face aux HAVs peut être difficile pour les cliniciens exerçant en psychiatrie. La nécessité d'évoluer dans sa pratique et d'acquérir de nouvelles compétences issues d'approche telles que les TCC peut permettre de combler cette lacune. La pertinence de l'évaluation du sentiment d'efficacité des thérapeutes pour aider leur patient à gérer les hallucinations pour l'amélioration de la pratique clinique y est discutée. The objective of this study was to measure clinicians' self-efficacy (psychologists and psychiatrists) in helping their patients cope with auditory hallucinations, before and after receiving a specific training in this regard. This research work was part of a larger clinical research project to assess the feasibility and effects of a CBT/third wave group approach for the management of auditory hallucinations in patients with schizophrenia. Currently, in France few CBT/third wave approaches to treating patients with schizophrenic disorders who hear voices are being offered. Given our study, we were also interested in determining how efficacious clinicians working with this clientele feel when helping their patients better understand and manage their voices. Our main objective was to train clinicians to become efficacious in working with patients with auditory hallucinations, particularly in using the CBT/third wave group intervention under study. After responding to a call for projects launched with nine mental health institutions in the Occitanie region of France, 23 clinicians (psychologists and psychiatrists) accepted to participate and received a three-day training. The purpose of this training was to: 1) develop the basic skills necessary in CBT/third wave to deal with psychotic disorders (non-confrontational approaches, coping development, CBT/third wave principles and basic exercises; 2) acquire competence in managing group sessions for the intervention called Accept Voices; 3) ensure the protocol is respected for the implementation of the study in the region (regulatory and research ethics aspect). A 15-items questionnaire with a response system based on a percentage score was developed specifically for this research. The items addressed different clinical situations, in order to assess clinicians' sense of self-efficacy in helping their patients manage their auditory hallucinations, both in a group and individually. This measurement was done with clinicians before and after receiving the training. Regardless of the clinicians' therapeutic orientation (CBT or psychoanalysis) and the number of years in working with psychotic disorders, the initial level of clinicians' sense of efficacy in helping their patients manage their auditory hallucinations was relatively low, for both individual and group interventions. Following the training, the 23 clinicians saw their self-efficacy significantly improve, in both conditions (group and individual), regarding their ability to help their patients better manage their voices. Subsequently, after the training, 12 of the 23 clinicians were able to implement the group intervention method for voice management acquired during the training. The three-day training, provided as part of our study, appears to have been sufficient and effective to engage clinicians in implementing and managing the group intervention. It has also helped improve their skills and feelings of efficacy in their daily practice with individuals with schizophrenia. The outcomes from our study, which were part of a larger research project evaluating the effectiveness of a group intervention for auditory hallucinations, allowed us to observe an initial low self-efficacy among clinicians in helping their patients manage their auditory hallucinations. Fortunately, the training appeared successful in improving their self-efficacy. For many, helping patients cope with auditory hallucinations with psychotherapeutic tools, rather than solely with medication, was deemed difficult prior to the training. Despite the small size of our sample, these results encourage further initiatives to train clinicians who accompany patients with psychotic disorders in CBT/Third wave therapeutic approaches. [ABSTRACT FROM AUTHOR]

The story of a nineteen-year-old girl from the American ultra-orthodox jewish community is an opportunity to reflect on that fear that leads a person to adapt to the group to which she belongs, to occupy a "conformist" position that leads her to give up development of his ideas. [ABSTRACT FROM AUTHOR]

De par sa fréquence et ses nombreuses conséquences, la dépression du post-partum maternelle (DPPM) peut être considérée comme une problématique de santé publique. Or, le facteur de bon pronostic le plus puissant semble être le soutien social, et en particulier le soutien conjugal. Il faut donc être attentif aux conjoints dans les soins que nous pouvons dispenser. Nous proposons donc de faire l'état des lieux des dispositifs d'accompagnement prenant en compte les conjoints en cas de DPPM. Nous avons réalisé une revue de la littérature en cherchant les études publiées sans limite temporelle dans les bases de données Pubmed, Cairn et Google Scholar. Les études sélectionnées s'intéressaient à des dispositifs d'accompagnement prenant en compte les conjoints dans le cas de dépression maternelle durant la grossesse ou le post-partum, avérée ou en prévention, et disposaient d'une évaluation de l'humeur maternelle et/ou de celle du conjoint. Seize études ont été incluses dans la revue de littérature. Les dispositifs ayant les résultats les plus probants semblent être ceux qui incluent les conjoints lors d'un traitement curatif d'une DPPM déjà installée. Peu de données existent concernant leur effet sur l'humeur paternelle. Des études centrées spécifiquement sur les représentations et vécus des conjoints confrontés à la DPPM nous semblent indispensables à réaliser, dans le but de pouvoir imaginer des dispositifs d'accompagnement adaptés à l'ensemble des conjoints. Because of its prevalence and the many consequences it brings, maternal postpartum depression (MPPD) can be regarded as a public health problem. However, the most powerful factor of good prognosis seems to reside in social support, and especially marital support. We must therefore be attentive to spouses in the care we can offer. This work reviews international literature of support systems taking spouses into account in case of MPPD. We reviewed the literature by searching for the data published without time limit in Pubmed, Cairn and Google Scholar databases. The selected studies were interested in support systems taking spouses into account in case of maternal depression during pregnancy or postpartum, proved or in prevention, and they had an assessment of maternal mood and/or mood of spouse. Sixteen studies were included in the review of literature. The systems with the strongest results seem to be those including spouses during a curative treatment of an established DPPM. Few data exist regarding their effect on paternal mood. Studies focused specifically on mental models and experiences of spouses in case of MPPD seem to be required with a view to create support systems for both spouses. [ABSTRACT FROM AUTHOR]

Copyright of Groupwork is the property of Whiting & Birch Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Groupwork is the property of Whiting & Birch Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psycho-Oncologie is the property of Tech Science Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Douleur et Analgésie is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Techniquement le Light Painting est une prise de vue photographique qui consiste à révéler les traces lumineuses d'une source grâce à un temps d'exposition relativement lent. Il a été démontré que la prise de photos augmente la sensation hédonique jusqu'à l'accès à la joie et en même temps potentialise l'implication des sujets dans ce qu'ils vivent ou expérimentent. L'efficacité de son utilisation dans le champ thérapeutique a été démontrée par plusieurs études. Les ateliers d'Art thérapie à Médiation Light Painting se déroulent avec une cadence hebdomadaire depuis 2013 dans le département de psychiatrie de l'adolescent et de l'adulte jeune de l'institut mutualiste Montsouris. Cet article a pour objet de fournir des éléments cliniques sur l'intérêt de l'utilisation de la technique photographique du « Light Painting » en tant qu'outil de médiation thérapeutique notamment dans le champ des addictions à l'adolescence, et tout particulièrement pour celles impliquant le corps comme les troubles des conduites alimentaires (TCA). Le fait de se voir réconcilie avec une « autonomie » un sentiment intérieur. Un « lieu » du « moi » ou du « soi » réapparaît. Le sujet comprend alors « de visu » que son moi n'a pas le pouvoir de quitter, ni de dépasser ce corps, ce lieu dans lequel il n'y a pas non plus de place pour un autre que lui. Il reconquiert sa subjectivité même, ce lieu qui fait « corps » avec l'épreuve qu'il ne cesse de faire de « sa propre limitation ou finitude ». La « corporéité » réémerge et un sentiment intérieur se manifeste à la fois comme pulsatile, vivant. Le « Light painting » n'est pas un nouveau gadget thérapeutique et à l'instar du photolangage possède ses propres indications. Il propose un nouvel abord de l'expression des rapports au corps, au soi, à autrui, à l'espace et au temps. La dimension groupale en fait une médiation thérapeutique à part entière conduisant à une métabolisation de la réalité psychique, inconsciente et préconsciente, subjective en s'appuyant sur la fonction contenante du groupe, et sur la tiercérisation apportée par le thérapeute. Technically ''Light Painting'' is a photographic shooting which consists in revealing the bright tracks of a source thanks to a relatively slow exposure time. It was demonstrated that the grip of photos increases the hedonic sensation until the access to the enjoyment and at the same time potentialises the implication of the subjects in what they can live or experiment. The efficiency of its use in the therapeutic field was demonstrated by several studies. Art Therapy sessions based on ''Light Painting'' have been taking place in the department of Psychiatry of the Teenager and the young Adult of Institut Mutualiste Montsouris with a weekly pace since 2013. This article aims to supply clinical elements on the interest of the use of ''Light Painting" photographic technique as a therapeutic intervention tool in particular in the field of addictions in the adolescence, and quite particularly for those involving the body as Eating Disorders. Seeing oneself there and thus reconciles with an ''autonomy" of existance, an internal feeling. A ''place" for the ''Ego" or the ''Self" reappears. The subject understands by the way ''de visu'' that his or her ''Ego'' neither has the power to leave the body , nor to exceed it. This is the place in which there is either no place for one other than him. He reconquers his subjectivity, ''this place which makes" body ''with the test which it does not stop making of his own limitation or finiteness". The ''Embodied" reemerges and an internal feeling shows itself at the same time as pulsatile and alive. ''Light painting" is not a new therapeutic gadget and - following the example of Photolanguage - has its own indications. It allows a new way of expressing what you feel in your body, to the ''self'', to others, in space and in time. The group setting makes it a therapeutic tool in its own right. This leads to a metabolization of the unconscious and preconscious subjective psychic reality that relies on the containing function of the group and on the therapist as a third party. [ABSTRACT FROM AUTHOR]

In the plurality of theoretical currents, transcultural practices attempt to answer the uncertainties that develop the clinical encounter with cultural, linguistic and social alterities of patients coming from foreign countries. The mediation of cross-cultural consultation seems particularly relevant in a multicultural society where issues can be intricate and complex. The polysemic term of culture finds a legitimate place with the conceptualizations of René Kaës. He consider culture as the third difference with the difference of sexes and generations. His works emphasize the interest of plurisubjective devices. The transcultural device offers mediation particularly relevant in clinical settings in a multicultural society and a changing clinic. [ABSTRACT FROM AUTHOR]

Résumé But de l'étude La violence à l'école et le décrochage scolaire constituent une grande préoccupation aussi bien pour les pédagogues, pour les parents que pour les cliniciens. Plusieurs facteurs explicatifs sont proposés. Qu'ils soient d'ordre individuel, familial, scolaire ou en lien avec le groupe des pairs, ces facteurs impactent la santé psychique, scolaire et sociale de l'enfant. Des prises en charge sont proposées à l'échelle nationale et internationale et semblent donner des résultats probants. Chacune de ces initiatives a impliqué de manière différenciée parents, élèves et enseignants. Aucune n'a mis au travail un projet intégrant le triangle pédagogique c'est-à-dire à la fois les parents, les enfants et les enseignants au sein de l'établissement scolaire. L'objectif de ce travail est de faire un état des lieux théorique sur le décrochage scolaire et la violence à l'école et de présenter quelques dispositifs de prise en charge des élèves concernés par ces difficultés. Abstract Background Violence at school and school dropout constitute a big concern as well for the teachers, for the parents as for the clinicians. Several explanatory factors are proposed: individual, familial, school climate or factors in connection with the group of peers. These factors impact on the psychic, school and social health of the child. Coverages are proposed at the national and international level and seem to give convincing results. Each of these initiatives implied in a differentiated way to parents, pupils and teachers. None put in the work a project integrating the educational triangle that is at the same time the parents, the children and the teachers within the school. The objective of this work is to make a theoretical current situation on the school dropout and the violence to the school and to present some devices of coverage of the pupils concerned by these difficulties. [ABSTRACT FROM AUTHOR]

Résumé But de l'étude La violence à l'école et le décrochage scolaire constituent une grande préoccupation aussi bien pour les pédagogues, pour les parents que pour les cliniciens. Plusieurs facteurs explicatifs sont proposés. Qu'ils soient d'ordre individuel, familial, scolaire ou en lien avec le groupe des pairs, ces facteurs impactent la santé psychique, scolaire et sociale de l'enfant. Des prises en charge sont proposées à l'échelle nationale et internationale et semblent donner des résultats probants. Chacune de ces initiatives a impliqué de manière différenciée parents, élèves et enseignants. Aucune n'a mis au travail un projet intégrant le triangle pédagogique c'est-à-dire à la fois les parents, les enfants et les enseignants au sein de l'établissement scolaire. L'objectif de ce travail est de rendre compte des résultats d'une recherche–action qui s'est déroulée durant 5 années au sein d'un collège de l'académie de Grenoble et qui a mis au travail, conjointement, élèves, parents et enseignants. Participants et méthode Nous avons proposé, sur une période de 5 années, un dispositif clinique qui prend en charge, à raison d'une heure par quinzaine, des groupes d'élèves de la 6e à la 3e présentant des comportements violents et des risques de décrochage scolaire. Nous avons accompagné pendant la même période les professeurs de ces élèves grâce à des séances régulières d'analyse de la pratique et des conférences en lien avec les thèmes de l'adolescence, de la violence et du décrochage scolaire. Nous avons enfin mis en place, au sein du collège, des conférences parentales étalées sur l'ensemble de ces 5 années scolaires autour de thèmes choisis par les parents et en lien avec les besoins de développement de leurs adolescents. Résultats Évaluée en début d'année scolaire (T1) et en fin d'année scolaire (T2) et sur 4 années (de la 6e à la 3e), cette recherche–action a donné des résultats positifs au niveau de la régulation de la violence, du décrochage scolaire et du climat scolaire. Conclusion Ces résultats montrent qu'une forte mobilisation des adultes autour des enfants, soutenue par un accompagnement psychologique en groupes pour ces derniers confirme chez eux un sentiment de sécurité, de reconnaissance, une meilleure estime de soi et les éloigne de plus en plus de comportements de substitution dominés par la violence et le risque de décrochage scolaire. Abstract Background Violence at school and school dropout constitute a big concern as well for the teachers, for the parents as for the clinicians. Several explanatory factors are proposed: individual, familial, school climate or factors in connection with the group of peers. These factors impact on the psychic, school and social health of the child. Coverages are proposed at the national and international level and seem to give convincing results. Each of these initiatives implied in a differentiated way parents, pupils and teachers. None put in the work a project integrating the educational triangle that is at the same time the parents, the children and the teachers within the school. The objective of this work is to report results of a research–action which took place during 5 years within a college of the academy of Grenoble and which put in the work on this lapse of time, in this college, the pupils, the parents and the teachers. Participants and method We proposed a clinical device to groups of pupils of the 6th in 3rd class, presenting violent behavior and risks of school dropout. We accompanied them during 5 years, one hour for two weeks for each group. We accompanied in the same school years, the professors of these pupils thanks to regular sessions of analysis of the practice and the conferences in connection with the themes of the adolescence, the violence and the school dropout. We finally set up, within the college, parental conferences spread over these full years school around themes chosen by the parents and in connection with the needs for development of their teenagers. Results Evaluated at the beginning of the school year (T1) and at the end of the school year (T2) and over 4 years (from the sixth grade to the third grade), this research–action gave positive results at the level of the regulation of the violence, the school dropout and the school climate. Conclusion Its results show that a strong mobilization of the adults around the children, supported by a psychological support in groups for the latter, confirms at the child's the sense of security, recognition, better one self-esteem and takes them away more and more substitution behavior dominated by the violence and the school avoidance. [ABSTRACT FROM AUTHOR]

Résumé Objectifs Le harcèlement virtuel touche particulièrement les adolescents dont 12 % disent en avoir été victimes. Les recherches actuelles interrogent les enjeux psychopathogènes du cyberbullying , les facteurs de risque, mais peu de recherches analysent l’aspect processuel de ce phénomène et ce qui caractérise le harcèlement virtuel du harcèlement traditionnel. Nous proposons dans cet article de dégager la spécificité des processus du cyberbullying . Méthode La méthode s’appuie à la fois sur une revue de la littérature reprenant les travaux et définitions déjà existants sur le harcèlement virtuel, sur l’observation clinique et sur la métapsychologie psychanalytique. Résultats Le harcèlement virtuel se distingue du harcèlement classique selon deux critères : l’anonymat et le renversement du privé en public. Il est également un effet des caractéristiques du web 2.0, à savoir la diffusion immédiate de contenus au sein d’un espace groupal virtuel dans lequel l’interactivité est très forte. Discussion L’analyse du harcèlement virtuel met en lumière trois enjeux : l’altérité virale, la groupalité virtuelle et la désinhibition toxique liée à l’écran. Pour autant, nous ne pouvons limiter le harcèlement virtuel à la seule sphère numérique, puisqu’il apparaît un mouvement de virtualisation-actualisation, qui rend actuel le harcèlement virtuel, et ce par un harcèlement scolaire. Toutes les sphères de la vie du sujet harcelé sont donc touchées. Conclusions Un réseau social peut devenir un lieu de transgression, d’agressivité, voire de perversion, en se transformant en une arme de destruction d’un individu. Le cyberbullying donne à penser une psychopathologie du virtuel quotidien. Il se constitue comme une expérience traumatique plongeant l’adolescent dans un vacillement identitaire et dans un impossible deuil mélancolique. Les conséquences psychologiques si le harcèlement n’est pas endigué à temps sont alors catastrophiques. Aim Cyberbullying particularly affects teenagers, among whom 12% report being victimized. Current research explores the psychopathogenic issues of cyberbullying, and its risk factors, but little research has analysed the processual aspects of this phenomenon and what differentiates cyberbullying from the more classic forms of harassment. In this article we propose to determine the specific features and mechanisms of cyberbullying. Method The method is based on a review of the literature including existing research and definitions of cyberbullying, on clinical observation and on psychoanalytic metapsychology. Result Cyberbullying differs from classic bullying on two criteria: anonymity and the reversal from private to public. It is also an effect of the characteristics of Web 2.0, namely the immediate diffusion of content through the virtual community, where interactivity is very potent. Discussion The analysis of cyberbullying highlights three issues: viral otherness, the virtual community and a toxic disinhibition relating to the mediation of the screen. However, we cannot reduce cyberbullying to the sole digital sphere. There is a movement known as virtualization-update, whereby the cyberbullying is rendered omnipresent via harassment at school. Every sphere in the life of the bullied or harassed subject is thus affected. Conclusions A social network can become a place of transgression, aggressiveness, even perversion, and a weapon of destruction of an individual. Cyberbullying thus appears as a psychopathology of the virtual sphere in everyday life. It forms from a traumatic experience, immersing the adolescent in a identity disorder and in an impossible melancholic mourning. If the harassment is not checked in time, the psychological consequences are catastrophic. [ABSTRACT FROM AUTHOR]

An experiment of Systemic Facilitation of Collective Processes has been lead in the 2nde professional class, to develop autonomy, the team work and the collective spirit. The aim is here to understand the proceedings and the implement in systemic theory and pedagogy which better allows enlightening the process which makes the youth work on a specific way. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to address the logical scale limit of the cartel. This transmission device proposed by Jacques Lacan and called the "basic organ" of the functioning of his School can be understood as a collective form that emerges from a number of attempts - including failures - of the constitution that structures itself beyond the group effects described by Freud in Mass Psychology and Self-Analysis. Therefore, it is intended that the cartel escape from traditional hierarchical and vertical structures, as well as try to empty the sense of identifications between peers and the "One ideal". To do so, the proposal is a logical arrangement limited to 4 + 1, in which the cartel members gather around a theme (which would act as a link between the small group), presenting a working argument that simultaneously makes the group - since the members are articulated by a production of knowledge, a task - and particularizes the question. Thinking on the theory of speeches (using maths to demonstrate the engendering of social ties) proposed by Lacan in 1969-70, the structure of a cartel can be associated with an inscription in the analyst's speech. The other speech from the master, the university, and the hysteric-somehow map the apparatus of enjoyment indifferently to social scales. The "numerical" qualification of the cartel is little studied in psychoanalysis and, in our opinion, it says of an implicit commitment of the Lacanian theory with certain theses of the political philosophy and the sociology with respect to the origin of the mass phenomena. Starting from these ideas, we ask ourselves what would be a "tie by analytic discourse" that does not corroborate this restrictive corollary, which, unlike the other speeches, focuses on the scale of the social bond. We try to use psychoanalysis - especially the Lacanian proposal of the cartel - to think of the group structure as also potentially emancipatory. We believe that this is on the foundation of the 'basal organ' of the School, by suggesting thinking beyond group alienation. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the processes at play in expressive therapy groups for adults with a diagnosis of autism or psychosis. Supported by the example of an art therapy group with autistic patients, it also proposes a clinical methodology for evaluating appropriate methods of care, based on a psychoanalytic epistemology, that is, on different forms of transference (transference to the materials of the medium, transference to the material aspects of the frame, transference to the clinician, transference to the group) and different levels of associativity, such as verbal or sensori-motor-affective. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)