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This paper focuses on the problem of the inability to separate starting from a case of love stalking, culminating in a suicide attempt. Underlying the patient's behavior are highlighted certain elements that, to varying degrees, are hypothesized to play a role in all cases in which an inability to separate occurs: an inability to grieve, linked to previous unprocessed losses, including transgenerational ones; a great fragility of the self, which acquires strength only by merging with an idealized object, linked to developmental history; a narcissistic type of relationship in which the partner ensures the cohesion of the self and in particular the disorganization of attachment. In this condition, separation can become impossible because, according to the internal model of the "dramatic triangle", which characterizes disorganized attachment, as soon as the subject tries to separate from the object that causes him to suffer (which has become persecutory), she/he takes on the role of "savior" that the subject cannot give up because of his fragility or the role of poor "victim", who cannot be abandoned, but immediately afterwards everything starts over again endlessly. [ABSTRACT FROM AUTHOR]

Le harcèlement suppose l'existence de comportements intentionnels agressifs et répétitifs qui visent à nuire à une personne ou à obtenir d'elle un acte imposé, dans le cadre d'une relation asymétrique, de type dominant-dominé. Il existe des similitudes entre les différentes formes de harcèlement qui sont en grande partie caractérisées par leur contexte d'exercice. Cet article traite du harcèlement dans les espaces « publics » au sens large (non restreint à l'espace urbain) en opposition à l'espace « privé » : harcèlement au travail, harcèlement de rue, harcèlement au cours des études et harcèlement sexuel (dont la relation aux autres types de harcèlement est interrogée). La proximité du harcèlement sexuel avec les relations coercitives devrait amener à rechercher systématiquement sa présence pour disposer de leviers d'action et de prévention possible des relations coercitives et plus largement de prévention de tous les comportements sexuels abusifs du fait de leurs prévalences. Harassment presupposes the existence of aggressive and repetitive intentional behaviors aimed at harming a person (or obtaining from her an unwanted sexual relationship), within the context of an asymmetrical relationship of dominant-dominated. The different forms of harassment are partly characterized by the context in which they occur. This paper is about harassment in "public" spaces in the broad sense (not restricted to urban spaces) as opposed to "private" spaces (intimate, family): workplace bullying, street harassment, school bullying and sexual harassment (its link with the other types of harassment is examined in this paper). For workplace bullying and street harassment, definitions, legislative frameworks, the prevalence, types of strategies used and types of aggressive acts, as well as characteristics of perpetrators and victims are discussed. Despite the similarities between the different forms of bullying, there are specificities. For example, street harassment is characterized by a low degree of acquaintanceship between the perpetrator and the victim (who usually don't know each other), and by a limited duration of the interactions between them. The victim may have a perception of continuity through the repetition of sexual solicitations (or sexual aggressions) by different perpetrators during her urban journeys. Sexual harassment increases with age at school, with a peak of "sexual" school bullying among young adulthood. Prevalence of sexual harassment is very high: more than two thirds of women reported having already, experienced sexist remarks, and more than half have suffered sexual harassment (unwanted sexual attention) in their lifetime versus less than a third of men. Sexual harassment and sexual coercion share a close proximity and the same determinants. The agonistic continuum (relationship of domination up to sexual sadism), sexual harassment and sexual coercion are the three component of sexual misconducts. This should lead us to systematically look for the presence of a sexual harassment in order to have levers for the prevention of sexual coercion and, more broadly, for all abusive sexual behaviors. The various forms of harassment are reflective of power relationships and violence in which gender violence can be included. Beyond their regulations, this raises the question of the foundations of our society and its necessary evolution. [ABSTRACT FROM AUTHOR]

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Dans un souci de développement durable face à une jeunesse vulnérable dans son rapport à l’autre, comment appréhender les jeunes, comment les comprendre et comment les aider à transformer ou à corriger leur perception de "l’événement", leurs émotions, leurs comportements et pour terminer leurs systèmes de croyances ? La présente « Perspective » présentes certains outils utilisés par les éducateurs donnant à certains jeunes la possibilité de modifier leurs systèmes de croyances… et le fait de tenir quelque chose pour vrai, et ceci indépendamment des preuves éventuelles et de son existence. Une existence à fleurs de peau face à ces phénomènes provoquant aujourd’hui l’angoisse parmi des nations qui ne savent plus quoi faire face à une violence accrue : explosion démographique, inflation, catastrophes naturelles, guerres, pauvreté, et terrorisme. Nous vivons à une époque de mutations terriblement dangereuses à tous les niveaux. Il en est de même pour les personnes migrantes que pour ceux qui les accueillent. Ces éléments ont sans doute impacté mon approche au sujet des neurosciences du point de vue d’éducateur de terrain que je suis face à notre jeunesse (nos ados). Ce travail est composé en quatre parties. Il est évident que chaque partie, dans son intégralité, est unique et en même temps, chaque partie peut être une porte d’entrée dans la complexité des autres parties ou une fenêtre de perception ouvrant des perspectives d’interactions avec les quatre parties analysées dans ce document. Il est primordial de se rendre compte qu’il y a une interconnexion entre les quatre parties. Par conséquent, une fois que nous avons compris cette interconnexion, il est essentiel de travailler notre capacité à intégrer chaque élément dans notre pratique professionnelle et à améliorer l’empathie chez les parents et les personnes en charge d’enfants et d’adolescents.

Le harcèlement en milieu scolaire (bullying) durant l'enfance et l'adolescence est un problème de santé publique. L'état à haut risque de psychose (UHR) est associé à une prévalence plus importante de harcèlement scolaire en comparaison avec les sujets contrôles. Nous nous sommes proposés de résumer les résultats des études existantes en vue de comprendre les mécanismes reliant harcèlement scolaire et état UHR, leurs spécificités cliniques et évolutives, ainsi que leurs implications interventionnelles. Le type de harcèlement scolaire subi au cours de l'enfance et de l'adolescence est associé à la nature des symptômes psychotiques subcliniques qui apparaissent plus tard au cours de la vie. Le développement de symptômes psychotiques chez les victimes de harcèlement scolaire dans l'enfance semble être lié à la fréquence, à la gravité et à la durée de la victimisation. Des preuves limitées suggèrent que la cessation du harcèlement scolaire pourrait prévenir l'apparition des symptômes psychotiques ou d'un état à risque de psychose. Plusieurs modèles explicatifs du lien entre harcèlement scolaire et survenue ultérieure de psychose ou d'états prépsychotiques ont été avancés dans la littérature, notamment les anomalies développementales prémorbides, la qualité de l'attachement, les schémas cognitifs dysfonctionnels et théorie de l'esprit, et les anomalies de l'axe hypothalamo-hypophysaire. Malgré le nombre limité de preuves, un dépistage de l'existence d'une victimisation antérieure lors de l'évaluation initiale des sujets UHR et leur prise en charge adéquate semblent justifiés. Toutefois, aucune étude n'a évalué à ce jour des protocoles d'intervention spécifiques pour la prise en charge du harcèlement scolaire chez les sujets UHR. Bullying in schools during childhood and adolescence is a growing public health problem due to its high prevalence worldwide and its various negative impacts on mental health. Evidence suggests that the "ultra-high risk for psychosis" (UHR) state is associated with a higher prevalence of bullying compared to the control subjects. We proposed to summarize the results of existing studies to provide a more thorough understanding of the mechanisms linking bullying and an UHR state, their clinical and evolutionary specificities, as well as their interventional implications. PubMed and Medline search, Scopus, journal and textbook articles have been consulted for the review of literature on the relationship between bullying and psychosis in UHR subjects. We found that the type of bullying experienced during childhood and adolescence may be related to the nature of subclinical psychotic symptoms experienced later. The development of psychotic symptoms in victims of bullying appears to be related to the frequency, severity, and duration of victimization. Limited evidence suggests that stopping bullying may prevent the onset of psychotic symptoms or an UHR state. Several explanatory models of the link between bullying and the subsequent onset of psychosis or prepsychotic states have been advanced in the literature, including premorbid developmental abnormalities, quality of attachment, dysfunctional cognitive patterns and theory of mind, and hypothalamic-pituitary axis abnormalities. Despite the limited body of evidence, screening for the existence of prior victimization during the initial assessment of UHR subjects and their adequate management seem to be justified. However, to date, no study has evaluated specific intervention protocols for the management of bullying in UHR subjects. [ABSTRACT FROM AUTHOR]

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This article examines the incidents of discrimination, harassment and violence experienced by lesbian, gay, bisexual and trans (LGBT) individuals in Germany, Portugal and the UK. Using a large cross-national survey and adopting an intra-categorical intersectional approach, it documents how the likelihood of experiencing discrimination, harassment and violence changes within LGBT communities across three national contexts. Moreover, it explores how individual characteristics are associated with the likelihood of experiencing such incidents. The results show that trans people are more at risk compared to cisgender gay, lesbian and bisexual individuals to experience discrimination, harassment and violence. However, other factors, such as socioeconomic resources, also affect the likelihood of individuals experiencing such incidents. The three countries in our study show some nuanced differences in likelihood levels of experiencing discrimination, harassment and violence with regard to differential categories of sexual orientation and gender identity. [ABSTRACT FROM AUTHOR]

Copyright of Scientific Annals of the 'Al. I. Cuza' University, Iasi. Sociology & Social Work / Analele Stiintifice ale Universitatii 'Al. I. Cuza' Iasi Sociologie si Asistenta Sociala is the property of Alexandru Ioan Cuza University 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.)

La littérature mène à tout. Au pire. C'est-à-dire le meurtre, si l'on se réfère à la pièce de théâtre d'Eugène Ionesco "La Leçon". Crimes à répétitions, pas moins de 40. Comment nous gérons la présence de ces sujets dans la littérature et quels débats peuvent en découler – c’est l’objet du présent article. La littérature n'a pas été loin du phénomène du crime. Il peut y avoir une littérature de l’absurde ou de la science-fiction comme il y a une littérature autobiographique. Afin de se rapporter encore plus à la contemporanéité, nous tenterons d'aborder, sans prétentions à mener une étude exhaustive, le phénomène #metoo actuel en littérature et le cas de Vanessa Springora. [ABSTRACT FROM AUTHOR]

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The profound social transformations, the increase in interpersonal violence in a public space, including workplaces and learning places, the media coverage of sexual scandals (such as the famous “Harvey Weinstein” case), and the response to these problems (#MeToo, #balancetonporc on Twitter, #Iwas), urgently raise the problem of their collective representation today and what forms of degradation the male-female relationship is likely to have. To address the topic of harassment, we divide the treatment as follows: 1) Methodological premise; 2) what is harassment; 3) the forms of harassment; 4) what psychology and sociology can tell us about the phenomenon in question; 5) domestic violence; 6) Defense against harassment.

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During the school years, bullying is one of the most common expressions in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as agressive, intentional acts carried out by a group or an individual repeatedly and over time agaisnt a victim who cannot easily defend him- or herself. Three criteria are relevant in order to define agressive behavior as bullying: (1) repetition, (2) intentionality and (3) and imbalance of power. Prevalence, age, and gender differences are discussed, as well as why it happens, starting from the large surveys carried out in western countries. Risk factors are focused as well as short- and long-term outcomes of bullying and victimization. Finally effective prevention is discussed, and issues proposed. [ABSTRACT FROM AUTHOR]

This paper presents a discussion of issues concerning the concept of borderline personality disorder. We start from the constitution of the borderline structure, and move towards understanding particular aspects of borderline development, both on an individual and a collective level. This discussion is based on the examination of a progression in three different concentric circles: first, the context of child-parent relationships; second, interpersonal relationships established in the school environment; and, finally, an amplification of some aspects of contemporary culture that could be related to the current importance of this condition. [ABSTRACT FROM AUTHOR]

Le présent article a pour objectif de mettre en évidence des vulnérabilités familiales retrouvées chez des adolescents ayant été victimes de harcèlement. Nous avons choisi le dessin de la famille (Corman, 1970), afin d'explorer les vulnérabilités familiales de 28 adolescents ayant été victimes de harcèlement. Grâce à cet outil, nous avons pu mettre en évidence la représentation que ces jeunes ont d'eux-mêmes dans leur propre famille. L'analyse de ces dessins a été élaborée à partir de la grille de Corman révisée par Jourdan-Ionescu et Lachance (2000) dans un référentiel psychanalytique. Les résultats obtenus à partir des données de ces dessins se déclinent en deux points principaux : (1) le niveau de la représentation de soi dans la famille (« se dessiner dans sa famille ») ; (2) le non-respect de la consigne de départ « dessine une famille ». L'analyse des dessins de la famille d'adolescents ayant été victimes de harcèlement nous a permis d'observer certaines fragilités de la représentation de soi. Une autre idée a émergé de cette étude : celle d'un interdit de se penser en dehors du groupe familial, qui entraverait le double mouvement d'autonomisation et d'investissement d'un groupe de pairs. Les facteurs intrafamiliaux analysés au travers des dessins de la famille semblent en partie entraver l'entrée de l'adolescent dans la sphère sociale. The aim of this article is to identify patterns of family vulnerabilities among adolescents who have been bullied. In order to explore family vulnerabilities in 28 bullied teenagers, the family drawing assessment (Corman, 1970) has been chosen. The analysis of these drawings was developed from the grid of Corman (1970, revised by Jourdan-Ionescu and Lachance (2000) in a psychoanalytical frame of reference. Thanks to the data, two points have been highlighted: firstly, the representation of the self in the family which has been divided in two axes: the level of representation of the human figure, the self representation, and the place of the adolescent in his/her family (to draw oneself in his/her own family). Secondly, the non-compliance with the initial instruction ("draw your family and draw a family"). The analysis of the drawings of the family of adolescents who have been victims of bullying, has enabled us to observe difficulties in self-representation and in family relationships. Moreover, these adolescents seem to have difficulty thinking outside the family, to treat loss and separation anxieties, which would hinder the dual movement of autonomy and integration into a peer group. These intra-familial vulnerabilities seem to be, in part, the cause of difficulties for the adolescent, to integrate the social sphere. [ABSTRACT FROM AUTHOR]

Introduction: Bullying is a widespread public health issue, found in different contexts (e.g. schools, universities, workplaces, families), and it has negative consequences on both the perpetrator and the victim. There is a lack of studies addressing bullying among university students in Arab countries and more specifically in Lebanon. The objective of our study was to determine the prevalence of bullying among a sample of university students in Lebanon, its forms, and associated factors., Methods: The study consists of a cross-sectional online survey addressed to university students in Lebanon that evaluates sociodemographic data, presence and type of bullying, history of bullying during childhood, adverse childhood experiences, daily life functioning, and mental health status (reported psychiatric disorders, substance use, self-harming behaviors, and suicidal attempts). Chi-Square and Fisher's exact tests were used to compare the results between victims of bullying and the rest of the sample., Results: Three hundred and twenty-seven university students participated in this study. The prevalence of bullying was 14.1%. The main forms of reported bullying were verbal (58.7%) and social bullying (65.2%). The main associated factors were being a witness of bullying at university (84.8% vs. 56.2% - P<.001) and history of cyberbullying (13% vs. 4.6% - P=.024). Among students who reported current bullying, 28.3% had a psychiatric diagnosis, 19.6% reported substance use, 15.2% had self-harming behaviors, and 8.7% had suicide attempts. Victims of bullying in the university reported a significant negative impact on their daily lives (lack of interest in daily activities, academic decline) (83.7%) and mental health concerns (psychiatric disorders, substance use, suicide attempts) (88.4%)., Conclusion: Even though bullying is an event less experienced in university than in school, it is nevertheless still present with potential negative impact on the victims. Bullying in a university setting is a public health issue that could benefit from more studies as well as prevention and intervention programs., (Copyright © 2023 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)

Le « Stalking » ou harcèlement est un problème social commun souvent causé par un trouble psychiatrique chez ses auteurs et produisant des dommages psychologiques et sociaux chez leurs victimes. Malheureusement, cela n'est pas formellement reconnu dans les systèmes de classification actuels (DSM-5 et CIM-10). Évaluer et gérer les risques liés au harcèlement est une tâche qui incombe souvent à des psychiatres. Le traitement de ces problèmes de comportement devrait cibler les mécanismes psychopathologiques sous-jacents spécifiques, qui nécessitent une évaluation diagnostique minutieuse. Les harceleurs et les victimes ont un besoin urgent de développer des traitements spécifiques. Ici, les auteurs donnent un aperçu du harcèlement à travers un prisme clinique de psychiatrie générale et médicolégale. Stalking is a common social problem often driven by psychiatric disorder in its perpetrators and productive of psychological and social damage in its victims. Unfortunately, it is not formally acknowledged in current classificatory systems (DSM-5 and ICD-10). Here, authors provide an overview of stalking through a clinical prism of general and forensic psychiatry. Stalking is a chronic behaviour consisting of willful, malicious and, repeated following and harassing of another person. Stalking can take its toll on victim's mental status. Sequelae are legion including depression (with suicidality), anxiety (panic and PTSD), catagelophobia, worsening of medical conditions, personality changes/paranoia, and, substance abuse. A total of 90 % of stalkers are men. A total of 80 % of victims are women. Stalking acts can express a range of motivations including anger, jealousy, rage over abandonment, striving for power, or, a need to control the victim. Evidence from fMRI studies demonstrated a heightened activity of subcortical dopaminergic pathways of reward system and possible low activity of central serotonin. Generally speaking, stalkers mostly do not become violent (associated homicide in 2 %). The Stalking and Harassement Behaviour Scale is commonly deployed in clinical and forensic settings. Types of stakers include erotomanic, love obsessional (including intimacy seekers and incompetent suiters), simple obsessional (including rejected and resentful categories), and false victimiztaion syndrome. Anti-stalking laws were borne out as a result of public concerns that community members were powerless to protect themselves against harassing behaviours. Stalkers are most likely to be found among the diagnostic classes of psychotic disorders or (severe) personality disorders. Treatment of these behavioural problems should target the specific underlying psychopathological mechanisms, which require careful diagnostic assessment. Both stalkers and victims are in urgent need of the development of specific treatments. [ABSTRACT FROM AUTHOR]

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Les médecins sont de plus en plus confrontés à des demandes de certificats médicaux de la part de patients victimes de situation de harcèlement ou parfois à la demande des autorités sur réquisition. Le harcèlement est un phénomène complexe, couvrant un large éventail de comportements et de situations. La rédaction de ces certificats médicaux est difficile, et source régulière de poursuites, notamment disciplinaires à l'encontre de médecins qui ont parfois pu manquer de précaution dans leurs écritures. Cette rédaction est d'autant plus complexe que la qualification des faits nécessite parfois une évaluation du retentissement sur la victime sous la forme d'une durée d'incapacité totale de travail, mais pas dans toutes les formes d'harcèlement reconnues en droit français. Dans cet article, nous proposons d'aborder quelques notions générales concernant la rédaction du certificat, la notion d'Incapacité Totale de Travail (ITT), puis de réaliser une revue systématique des différentes évolutions du droit pénal, du droit du travail, et de la jurisprudence à l'aune des situations de harcèlement les plus courantes. Enfin, nous proposons d'aborder la question de l'évaluation des victimes dans ce contexte, notamment au regard de l'évaluation de l'ITT, qui ne nous apparaît pas être un outil adéquat à l'évaluation de ce type de violences, eu égard à leur caractère répétitif et souvent ancien. Medical doctors are often asked by patients victim of harassment, or even by the authorities, to establish medical certificate. Harassment is a complex phenomenon, covering a wide range of behaviours occurring in multiple situations. The writing of such a certificate can prove to be difficult, can be a cause of legal proceedings for clinicians, especially at a disciplinary level. Moreover, the evaluation is all the more complex since the qualification of harassment by the judge sometimes requires an evaluation of the impact on the victims under the form of a Total Work Incapacity (TWI) duration, but not under all the circumstances existing in French law. In this article, we first propose to address general consideration towards the writing of the certificate, before doing a systematic review of the successive evolutions of French penal and labour law regarding harassment in its most frequent forms. Finally, we propose to address the matter of victims evaluation, especially towards TWI duration evaluation, which does not seem to us an adapted tool regarding the fact that harassment is usually a chronical and durable phenomenon. [ABSTRACT FROM AUTHOR]

Cette étude illustre l'association entre traumatisme infantile, généralement un harcèlement scolaire et/ou abus sexuel, et la conduite de retrait social. Une revue bibliographique avec les mots clés : hikikomori, claustration, abus sexuel, traumatisme, enfance, social withdrawal, social isolation, child abuse, sexual abuse, psychological trauma et les moteurs SantéPsy, Lissa, Google Scholar, PubMed, PBSC en français et en anglais a été effectuée à la bibliothèque du centre hospitalier Sainte-Anne ; les principales références retrouvées sont étudiées ici, le commentaire de la documentaliste étant, « très peu de résultats trouvés ». Deux observations de jeunes adultes en retrait social ayant rapporté leur situation répétée de victime dans le milieu scolaire sont utilisées. La définition classique du harcèlement apparaît ici trop étroite par rapport à la souffrance rapportée de ces victimes, anciennement nommées « souffre-douleur ». Le retrait social est mis directement en relation avec ces situations traumatiques. De plus, nous relevons une constante qui est celle de la mise en cause par ces jeunes de la société comme origine de toutes leurs difficultés. This study illustrates the association between childhood trauma, usually school bullying and/or sexual abuse, and social withdrawal conduct. A bibliographic review with the keywords: hikikomori, claustration, sexual abuse, trauma, childhood, social withdrawal, social isolation, child abuse, psychological trauma and motors HealthPsy, Lissa, Google Scholar, PubMed, PBSC in French and English was made at the library of the hospital Sainte-Anne, the main references found here are studied, the commentary of the documentalist being "very little results". Two observations of young adults in social withdrawal who reported their repeated victim status in the school environment are used. The classic definition of harassment/bullying here appears too narrow in relation to the reported suffering of these victims formerly known as "pain-sufferers". Social withdrawal is directly related to these traumatic situations. In addition, we note a constant, which is that of the questioning by these young people of society as the origin of all their difficulties. [ABSTRACT FROM AUTHOR]

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Cette étude vise à explorer les réactions et stratégies mises en place par les victimes et par leur entourage (pairs, enseignants, parents) pour faire face au harcèlement scolaire, en combinant deux perspectives théoriques distinctes mais complémentaires : les stratégies de coping et la Participant Role Approach (Salmivalli, 2010). L'analyse de 32 entretiens rétrospectifs montre que loin de rester passives, les victimes tentent généralement une diversité de réponses face au harcèlement. Si certaines stratégies peuvent améliorer leur état émotionnel, la plupart n'ont toutefois pas d'impact sur le harcèlement lui-même. Par ailleurs, les réactions des adultes sont souvent jugées inadéquates. Il semble néanmoins primordial de ne pas laisser les victimes seules face au problème, car elles sont prises dans un cycle d'impuissance qui les épuise. Une série d'implications pratiques sont présentées au sujet du soutien et de l'accompagnement des victimes ainsi que des interventions concrètes visant à mettre fin au harcèlement. The negative consequences faced by students who are victims of school bullying are clearly documented. Nevertheless, few studies have examined victim's reactions and strategies to cope with bullying. Yet a better understanding of these reactions would allow a better support from health professionals and to improved prevention actions. This study aims to explore the victim's coping strategies through the content-analysis of 32 interviews conducted with former victims. Given their decisive influence on the bullying's situation, spontaneous or requested reactions of peers, teachers and parents are examined as well. To include these two aspects in a common theoretical framework, this research proposes to combine two distinct approaches: the coping strategies and the Participant Role Approach (Salmivalli, 2010; Salmivalli et al., 1996). The efficiency of each highlighted strategy is analysed and discussed regarding current scientific knowledge. Results suggest that victims generally experiment a large panel of reactions and strategies to cope with bullying. Nevertheless, few of these strategies seem to have an effect on bullying itself, but some can improve the emotional well-being of the victims. Victims who attempted to be liked by their bullies by changing their own behaviour reported no improvement of their relations with the bullies, neither did the ones who used humour in order to get closer to bullies. Bullies didn't get tired when victims passively endured the bullying, hoping that it would stop by itself. Stand up (verbally or physically) to the bully led to increased bullying (one situation excepted). Physical avoidance of bullies (e.g. staying in classroom during playtimes) allowed some victims to temporarily reduce their emotional distress. Several victims experimented positive interactions with peers in extra-curricular activities (e.g. sport, art, scouting) that helped them recovering confidence in their social skills. Most of victims sought social support at one point of the bullying time. The efficiency of this strategy entirely belongs to the warned person's reaction and is thus highly variable. Based on participants' report, only increased connectedness with a peer could have an impact on the bullying behaviour through a better integration in the peer-group. On the contrary, parents and teachers' reactions are often perceived by the victims as not appropriate and as leading to a worse situation. In terms of practical implications, these results highlight the importance of raising teachers and parents' awareness of the bullying, as well as the significance of the peers group dynamic. Following-up any bullying situation observed or reported in the school would probably help ensuring relevant interventions. [ABSTRACT FROM AUTHOR]

The Organic Law 1/2015, of March 30, introduced the crime of harassment or stalking in article 172 ter CP, thinking mainly of women who suffer acts of harassment by their former partners. The legislator followed the model of the crime of persecution (Nachstellung) of § 238 StGB, although this precept has been recently reformed, ceasing to be a crime of result to become a crime of suitability. However, the Spanish regulation has dispensed with the analog clause of the German provision, avoiding the infringement of the principle of legal security. On the other hand, our judicial bodies have interpreted this illicit act in an excessively flexible way, punishing behaviors that generate mere anxiety, violating the principle of minimal intervention. [ABSTRACT FROM AUTHOR]

The crime of persecution of § 238 StGB was reformed by the Law of March 1st, 2017, ceasing to be a result crime to become a suitability crime. So that the author is no longer required to cause a serious disturbance in the way of life of the harassed person, but it is enough that his conduct is objectively adequate for it. However, a controversial analogical clause remains in section 1, number 5 of § 238 StGB. It has been labeled as unconstitutional for violating the principle of certainty, but the legislator has decided not to repeal it, in order to continue allowing the punishment of actions not expressly foreseen, but of similar severity. [ABSTRACT FROM AUTHOR]

Archaeologists are confronted with many ethical issues in their daily practice; these questions also concern their practices and their behaviour towards their peers. The highlighting of gender discrimination, sometimes combined with other elements such as ethnicity, sexual orientation, social origin, physical abilities or religious beliefs, should thus be a fundamental element in reflections on professional ethics in archaeology. The "Archaeo-Sexism" exhibition presented here, a joint initiative of the Archaeo-Ethics Association and Paye Ta Truelle, is an example of such reflection. [ABSTRACT FROM AUTHOR]

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Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education 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.)

Cet article vise à mettre en lumière la transformation de la clinique du harcèlement au travail à l'aune des savoirs théoriques et pratiques de la psychopathologie et de la psychodynamique du travail. L'écrit repose sur un ensemble de faits cliniques rencontrés depuis plusieurs années au sein de consultations cliniques en cabinet et dans des enquêtes en psychodynamique du travail, menées sur le terrain en entreprise et en institution. L'article insiste plus particulièrement sur le cas de l'institution judiciaire. À partir de ce matériel clinique, les auteurs souhaitent dégager les éléments essentiels qui caractérisent l'évolution du harcèlement au travail et ses conséquences psychopathologiques pour les sujets. Les auteurs constatent depuis maintenant plusieurs années un accroissement des pathologies mentales consécutives au harcèlement, dont la définition doit cependant être repensée au regard des transformations de l'organisation du travail. Si le harcèlement est loin d'être une pratique nouvelle, ses conséquences psychopathologiques prennent en revanche des formes plus graves qu'il y a trente ans. Il apparaît que les nouvelles formes d'organisation du travail procédant du « tournant gestionnaire » initié dans les années 1990 génèrent une érosion des solidarités au sein des collectifs de travail et une solitude, constituant des éléments étiologiques majeurs dans les décompensations aujourd'hui constatées. Les pathologies du harcèlement sont ainsi à envisager comme un des signes les plus flagrants de l'évolution délétère du monde du travail pour le fonctionnement psychique des sujets. Si une prévention existe, elle réside avant tout dans le rétablissement des coopérations et dans la volonté collective de lutter pour la qualité du travail. This article aims to explore the changes in clinical practice in dealing with workplace harassment in the light of theoretical and practical knowledge on workplace psychopathology and psychodynamics. This article uses a set of clinical observations extending over several years in clinical consultations and workplace psychodynamics surveys in the field, in businesses and institutions. Particular emphasis is placed on the judicial institution. Using this clinical material, the authors seek to distinguish the essential elements characterising changes in the patterns of workplace harassment and the psychopathological consequences for the subjects concerned. The authors have for several years now noted an increase in mental pathologies caused by harassment, the definition of which however needs to be reappraised in light of changes in the organization of work. Although harassment is far from being a new phenomenon, its psychopathological consequences take on more severe forms than thirty years ago. It appears that the new forms of organization of work proceeding from the "managerial turn" initiated in the 1990s generate loneliness and an erosion of solidarity within working groups, constituting major etiological elements in the de-compensation episodes observed at present. The pathologies of harassment can thus be considered as one of the most obvious signs of the deleterious evolution of the world of work for the psychic functioning of workers. If prevention is possible, it lies above all in restoring cooperation and a collective will to fight for the quality of the working environment. [ABSTRACT FROM AUTHOR]

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The author suggest s that harassment is one of the manifestations of hate, and also inquires into the current usage of the term to describe behaviors among children and adolescents in the hallways of French schools. How should we understand the slippage of the main meaning of the term "harassment"? Is it possible to relate it to our modernity, where enjoyment prevails? The emergence of this figure of hatred in schools is the effect of overusing the new social networks, in which the different screens prevent the articulation of the real, the imaginary, and the symbolic, essential for learning how to live together. Apart from our hedonistic social functioning, two more manifestations arise on the public scene: the positivized phallic instance, with the figure of the rod --as in the Jihadist movement-- that causes death, and that of the object of consumption offered by techno-science, which entails the annihilation of the subject. [ABSTRACT FROM AUTHOR]

Résumé Objectifs Étudier la prévalence de l'intimidation scolaire, ses formes variées, les différents facteurs influençant sa survenue, ainsi que les attitudes adoptées à son égard, et ceci en fonction de l'école, l'âge et le sexe des élèves dans des établissements scolaires à Beyrouth. Matériel et méthodes Trois écoles privées francophones ont accordé leur permission de mener l'étude au sein de leur établissements dans les classes de 7e et 5e. L'adaptation française du questionnaire Agresseur/Victime révisé d'Olweus (1996), qui a été validée en 2012 pour mesurer l'implication des adolescents francophones dans l'intimidation scolaire a été distribuée à 330 élèves. Le logiciel statistique SPSS for Windows (version 18.0) a été utilisé pour l'analyse statistique des données. Le seuil de signification retenu correspond à un p-value ≤ 0,05. La statistique descriptive a été utilisée afin de décrire la répartition des participants selon l'âge, le sexe, et l'école. Des tests de Chi2 et des tests Exact de Fisher ont permis la comparaison des pourcentages entre les différents groupes. Résultats La prévalence de l'intimidation scolaire est de 23,9 %, sans différence statistiquement significative entre les trois écoles. Les paroles blessantes représentent la forme majeure d'intimidation (67,9 %), suivi par le fait d'être poussé, frappé (23,1 %), taxé (5,1 %) ou menacé (3,8 %), la différence n'étant pas significative entre les écoles. Quant aux profils retrouvés, ce sont surtout les garçons qui intimident, participent et incitent à l'intimidation et les élèves neutres, c'est-à-dire, non concernés représentent la grande majorité (67,7 %). En plus, il faut noter que seulement 23,3 % des victimes de l'intimidation scolaire ont révélé à un adulte de l'école qu'ils ont été intimidés. Conclusion La prévalence de l'intimidation trouvée est de 23,9 %. Ceci doit inciter à remettre en question le climat scolaire, ainsi que le climat familial. Une approche multidisciplinaire doit être mise en œuvre pour promouvoir la qualité de vie individuelle et collective, sensibiliser toute personne à ce sujet, dépister précocement, freiner l'intimidation et limiter ses dégâts. Abstract Objectives We conducted a study in schools in Beirut of the prevalence of bullying at school, its varied forms, the various influencing factors, as well as attitudes adopted towards it, and this according to the school and the sex of the pupils. Material and methods Three French-speaking private schools granted their permission to conduct the study within their classes of Grade V and Grade VII. The French adaptation of the questionnaire Aggressor/Victim revised by Olweus (1996) which was validated in 2012 to measure the implication of the French-speaking teenagers in school intimidation was distributed to 330 pupils. The statistical SPSS for Windows software (version 18.0) was used for the statistical analysis of the data. Results Prevalence of the school intimidation is 23.9%, without statistically significant difference among the three schools. Hurtful remarks represent the major shape of intimidation (67.9%), followed by the fact of being pushed, struck (23.1%), taxed (5.1%) or threatened (3.8%), the difference not being significant among schools. As for the found profiles, it was especially the boys who intimidated, participated in and incited the intimidation, and the "neutrals" or non-concerned students represented the great majority (67.7%) of the population. In addition, it is necessary to note that only 23.3% of the victims of the school intimidation revealed to an adult of the school that they were being intimidated. Conclusion The prevalence of bullying at school which we found was 23.9%. This needs to bring into question both the school and the family climates. A multidisciplinary approach must be implemented to promote the individual and collective quality of life, make every person sensitive to this matter, detect intimidation prematurely so as to slow it down and limit its damages. [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]

Résumé Les usages d’Internet sont parfois sources de fascination comme d’effroi pour certains parents. Comme nouvel espace d’expérimentation, Internet séduit, voir happe les adolescents. Ceci est d’autant plus vrai que leurs parents en ont fréquemment un usage plus restreint ou, tout au moins, moins varié. Source d’exaltations, de connaissances, de satisfactions immédiates ou plus construites, Internet et les réseaux sociaux peuvent aussi générer conflits, souffrances ou harcèlements. Qu’est-ce que le cyberharcèlement ? Comment agir dans ces situations ? Comment le prévenir ? Plus en amont, nous poserons quelques hypothèses favorisant ces usages concernant les caractéristiques du virtuel, les mouvements psychiques des adolescents. Ainsi nous rendrons les rencontres avec « ses amis » sur les réseaux moins malheureuses et plus structurantes. The uses (practices) of Internet are sometimes sources of fascination as dismay for certain parents (relatives). As new space of experiment, Internet seduces and snatches the teenagers. This is true all the more as their parents have frequently a more restricted custom of it or at least less varied. Internet and the social networks are source of ecstasies, knowledge, more constructed or immediate satisfactions. The social networks can also generate conflicts, sufferings. What is cyber bullying? How to act in these situations? How to warn him? We shall put some hypotheses favoring these uses concerning the characteristics of the virtual, the psychic movements of the adolescence. Which behavior makes augur a risk? Which are the practices which alert? So will make us the meetings with “his (her) friends” on networks less unfortunate and more structuring. [ABSTRACT FROM AUTHOR]

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Résumé Notre objectif était d’élaborer un questionnaire crayon–papier d’auto-évaluation des violences subies en milieu scolaire par des enfants ou adolescents de la part d’autres jeunes, applicable dès l’âge de 8 ans et permettant de différencier plusieurs formes de violence physique et psychologique. Nous avons mis au point le questionnaire de persécution par les camarades en 17 items (PPC-17) et nous l’avons testé sur 1564 enfants et adolescents âgés de 8 à 17 ans. Les analyses factorielles ont confirmé une structure en trois facteurs de premier ordre, violence physique, mise à l’écart et insultes–moqueries, saturant tous trois dans un facteur de deuxième ordre. Cohérence interne et fidélité test–retest sont satisfaisantes. Le score global est indépendant du sexe mais non de l’âge : il est plus faible chez les adolescents que chez les enfants. Le PPC-17 permet un premier repérage des jeunes susceptibles d’être harcelés en milieu scolaire et l’étude qualitative des violences subies. Aim of the study Although research on school bullying has been developing in France for several years, no handy and sound self-report measure of aggression by peers is available by now in our country. The aim of this study was to design an instrument that would help (1) screen for youths at risk to be victimized, and (2) differentiate the types of aggression suffered by the respondent. We wrote a 17-item self-report paper/pencil questionnaire, the PPC-17 ( persécution par les camarades = harassment by peers), consisting in very simple sentences understandable by 8-year old children and usable from ages 8 to 17 years. Method Two samples were successively recruited in primary and secondary schools of the Paris larger area: the first comprised 331 youths (175 girls) 8 to 17 years old; the second comprised 1233 youths (648 girls). They were administered the PPC-17 questionnaire. As principal component analysis conducted on the first sample had suggested a hierarchical model with three first-order factors (physical aggression, exclusion, and insults/mockery) loading on a second-order one, we tested this model using confirmatory factor analyses conducted on the second sample. Gender and age effects on the scores were investigated via analyses of variance. Results These analyses confirmed the good fit of the model, and its configural and parametric (factor loadings) invariance across all four gender and age subgroups (female and male children, female and male adolescents). Internal consistency of all factor scales was satisfactory with Cronbach's α coefficients ranging from .73 to .89 as well as one-week test–retest reliability with correlation coefficients ranging from .77 to .88. There was a main effect of age on all scales except insults/mockery, with adolescents reporting less harassment than children. Effects of gender were more balanced: we did not found significant gender differences on the PPC-17 total score; however, boys scored higher than girls on physical aggression, whilst girls scored higher on exclusion. Interactions indicated that male children scored higher than all other subgroups on physical aggression, and that male adolescents scored lower than all other subgroups on insults/mockery. Discussion and conclusion The PPC-17 is a short and reliable measure of the amount to which a youth feels he/she suffered from aggression by peers. It is not intended to be a measure of bullying, as classically defined. It may help both identify youths who could be victims of bullying, and differentiate three forms of aggressions by peers. [ABSTRACT FROM AUTHOR]

A large part of society is concerned about school conflict, a subject that has been studied in depth over the last few years. Over a period of time bullying was on the rise. However, new studies that show that school climate is improving have started to appear. The aim of this paper is to verify if really school climate is improving by means of two surveys based on pupils and teachers' perceptions of school conflict, conducted in 1998/1999 and 2011/2012 by different researchers. The total sample consisted of over 4,000 secondary teachers and students in their third year of secondary school. Results show that, in the participants' opinion, students are not especially troubled and school climate is positive. The most frequent aggressions are of a verbal nature and troubled students just disrupt the course of the classes. In spite of this, there are 15% of unmotivated teachers because of school conflict. It was also noticed that family situations affect student achievement. The percentage of students who had retaken a year was higher in broken homes and when mothers worked outside home. The results show that conflict has decreased compared to the first study (García & Martínez, 2001). [ABSTRACT FROM AUTHOR]

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