The goal of this study was to investigate self-efficacy and goal choice among acting-out adolescents in comparison to nonacting-out adolescents. One hundred and sixteen adolescents between the ages of 13 and 16 participated. The adolescents were categorized as either acting-out or nonacting-out on the basis of their score on the Child Behavior Checklist-Teacher's Report Form (Achenbach & Edelbrock, 1986), as well as on corroborated reports made by school administrators. Fifty-eight acting-out and 58 nonacting-out adolescents completed a questionnaire packet containing measures of self-efficacy, locus of control, self-mage, and goal choice. In addition, each adolescent was interviewed and administered a brief intelligence measure. With all demographic variables covaried, the primary findings of the study were that acting-out as compared to nonacting-out adolescents experienced more incidents of failure, displayed lower general self-efficacy scores, greater external loci of control, and chose goals that were vague or less specific. The negative experiences associated with behavioral problems, such as academic failure, apparently lower adolescents' self-beliefs and abilities to specify their goals. Despite their experiential differences, however, acting-out and nonacting-out adolescents displayed similar levels of social self-efficacy, real self-image, and ideal self-image, as well as similar goal setting abilities in areas other than goal specificity. All adolescents chose a comparable number of goals, as well as comparable levels of goal difficulty, goal commitment, and procedural knowledge. The stage of adolescence with its many changes, demands, and uncertainties apparently leaves most youths with comparable self-images and goal setting abilities, regardless of whether or not they have negative experiences of social and academic failure.

This study combined a number of behaviour modification strategies into a programme aimed at changing behaviours of delinquent and acting out children. The programme was used at Duffield Place, a small special school where such children were referred when it was deemed that they could no longer be catered for in their home schools. An examination was made of the five main theories of delinquency (Psychoanalytic, Biological, Conditionability, Sociological and Social Learning) and seven behavioural procedures commonly used with delinquent and acting-out children (systematic adult attention and feedback, token economies, contracting, stimulus change, assertiveness training, time out and generalization training). The first seven children to finish the programme in 1981 were then examined, using a case study approach, to answer two questions - 1. Can acting out and delinquent children be removed from their home schools and be taught various skills that will generalize when they are returned to a home school? 2. Can the. programme be assessed by the staff and consultants working at the centre? Criteria used to evaluate effectiveness were the number of offences involving police contact, whether the child remained in school until he or she was fifteen years old, whether the home school reported a decrease in aggressive/disruptive behaviours and whether there was an increase in measured self-esteem and attainments. Most criteria were met with most children and maintained so the evaluation met the needs of the public schools system. However functional relationships between particular interventions and behaviour changes were not established and evaluation by personnel other than those at the centre would be necessary to establish these relationships. Results from programmes like that at Duffield Place should provide a more complete theoretical basis for working with delinquent and acting-out children.

[pt] Desde que o conceito de luto foi tomado como objeto de estudo pela psicanálise, há uma tendência a pensá-lo somente enquanto capacidade de vivenciar e superar as perdas por que se passa durante a vida. No entanto, ampliações teóricas nos permitem conceber também o seu importante papel no processo de desenvolvimento desde os primeiros momentos da vida de um indivíduo. Partindo do conceito de luto fundamental e de sua vivência na primeira infância, promovemos uma reflexão psicanalítica sobre as perdas e o processo de luto, abordando ainda sua inter-relação com a possibilidade de elaborar os lutos por perdas na vida adulta. A partir de Freud e sua metáfora da sombra em Luto e Melancolia, propomos um entendimento de como o objeto perdido pode tanto sufocar o ego com sua sombra ou enriquecê-lo com sua luz. Para isso, retomamos os conceitos de introjeção e incorporação, diferenciando-os, e mostramos que, enquanto os processos introjetivos estão ligados à elaboração satisfatória do luto, a incorporação estaria mais ligada a processos menos saudáveis. Por fim, discute-se a questão do acting out no caso de pacientes graves que podem fazer uma escolha inconsciente por compartilhar do mesmo destino do objeto perdido diante da impossibilidade de elaboração de uma perda. Tal escolha pode se traduzir no engajamento em comportamentos compulsivos, situações de risco e/ou autodestrutivas, além de formas diretas e indiretas de suicídio. Neste sentido, são apresentados fragmentos de casos clínicos – as histórias de vida e de morte – para ilustrar algumas dessas situações. / [en] Since the concept of mourning has been taken as the object of study by psychoanalysis, there is a tendency to think as only as a capacity to experience and overcome the losses that occur during life. However, theoretical extensions allow us to also conceive of its important role in the development process from the earliest moments of an individual s life. Starting from the concept of fundamental mourning and its experience in early childhood, we promote a psychoanalytic reflection on the losses and the process of mourning, also addressing its interrelationship with the possibility of elaborating the mourning for losses in adult life. From Freud and his metaphor of the shadow in Mourning and Melancholy, we propose an understanding of how the lost object can either suffocate the ego with its shadow or enrich it with its light. In order to do so, we return to the concepts of introjection and incorporation, differentiating them, and we show that while the introjective processes are linked to the satisfactory elaboration of mourning, the incorporation would be more related to less healthy processes. Finally, the issue of acting out is discussed in the case of severe patients who may make an unconscious choice by sharing the same fate of the lost object in the face of the impossibility of drawing a loss. Such choice can be translated into engaging in compulsive behaviors, risky and or self-destructive situations, as well as direct and indirect forms of suicide. In this sense, fragments of clinical cases – the life and death stories – are presented to illustrate some of these situations.

L’approche de la problématique des agirs via les tests projectifs en se penchant sur l’expression des défaillances narcissiques du sujet, propose, le plus souvent, une vision unitaire basée sur le mécanisme du recours à l’acte tel que définit par Balier. Nous proposerons de traiter cette question à partir d’une dimension plurielle différenciant deux types d’agirs : le recours à l’acte (Balier) et l’acting-out (Lacan). Nous présenterons une étude mixte, quantitative et qualitative, à partir de la comparaison de Rorschach et TAT administrés à 24 sujets. Notre analyse de ces deux formes d’agir portera principalement sur la capacité du sujet à pouvoir ou non se différencier de l’environnement. Le groupe recours à l’acte se caractérise par une continuité intérieur / extérieur et un transitivisme morbide expression d’une absence de constitution d’un soi différencié. Le groupe acting-out présente une problématique narcissique spécifique dans la validation du spéculaire par le symbolique. Les prises en charges thérapeutiques peuvent ainsi s’aider de ces résultats pour proposer des approches différentielles au sein desquelles les tests projectifs pourraient avoir une fonction pré-thérapeutique. / In the modern societies, the answer to the criminal act is a prison sentence. Due to the nature of certain acts, with this prison sentence, some court-ordered treatments (COT) (obligations and injunctions of treatments) have been added. Ethically, this law request and its social asking don’t exempt to think about the prisoner ‘asking, which is the trigger of psychotherapies. There is any retroactivity of the law and of pronounced sentence. For this research, the prisoners were selected on their own asking of care (the court-ordered treatments couldn’t applicate). The asking of the prisoners is therefore a criterion common to them (these prisoners). In this context, the acts have distinguished according to the mechanisms which have governed the nature of the act: recourse of act or acting out. Many experts agree on the existence of premature narcissistic failures. However, discussions persist on the nature of the act and on its aspect, either single dimension or multiple and complex dimensions (objective behavior, social consequences and underlying mechanisms ...). Yet all these theoretical models on narcissistic failures lean on the “recourse to act” as if there was only a simple nature to act.

This study was designed to investigate the relationship between 15 emotional indicators on the Bender-Gestalt Test and acting-out behavior in young children. The subjects were 93 children ranging in age from 5 to 12 years. Each was administered the Bender. A measure of each subject's overt acting-out behavior was then obtained by having teachers rate each student on a Behavioral Rating Scale. Subjects' records were then divided into groups on the basis of both sex and age. Results indicated that neither the total number of Bender indicators nor any of the individual Bender indicators were significantly correlated with total scores on the rating scale. Use of the Bender as a projective device to measure acting-out behavior was seriously questioned.

Deparar com um sujeito que se corta pode ser, para quem inicia o percurso clínico, muito mobilizador. Uma convocação ao olhar acontece de maneira extremamente pungente. A pergunta que orienta esta pesquisa é: de que de modo o dispositivo analítico pode operar nessa tríade: olhar/palavra/elaboração? Para buscar responder, o recorte deste trabalho se estabeleceu a partir do material clínico de que dispúnhamos. Mais precisamente, abordamos o ato de cortar-se na sua apresentação em sujeitos neuróticos, mas outras investigações se fazem necessárias, por exemplo, quanto ao ato de cortar-se na psicose e na perversão. Até o presente momento, existe parca bibliografia específica sobre o ato de cortar-se em Psicanálise. Sendo assim, fizemos um breve apanhado sobre o tema na Psiquiatria, na Antropologia e na Sociologia. Também apresentamos o ato de cortar-se no seu contexto midiático, uma vez que a internet e as redes sociais são um dos meios pelos quais as pessoas que se cortam publicizam anonimamente seu sofrimento psíquico. Lançando mão da teoria freudiana, mostramos a importância de cunhar o termo ato de cortar-se do ponto de vista metapsicológico. E, depois, apresentamos dois casos clínicos, onde os conceitos de: angústia, acting-out e passagem ao ato, vistos por Freud e Lacan, se fizeram fundamentais para conduzir as análises dos casos. Com isso, esperamos contribuir para a ampliação de um campo de estudo sobre o tema / For those who are just starting clinical practice, coming across a subject who self-cuts can be very disturbing. The gaze is summoned very poignantly. The question that guides this research is: in what way can the analytical device operate in the gaze/ speech/ psychic elaboration triad? To answer this, the focus of this work is based on the clinical material at our disposal. More precisely, we approached the act of self-cutting as it presents itself in neurotic subjects. As this act also appears in psychosis and perversion, further investigations are necessary. In Psychoanalysis, there is scant literature on this specific act to date, so we did a brief survey on the topic in Psychiatry, Anthropology, and Sociology. We also present the act of self-cutting in the context of media, as self-cutters use the internet and social networks as a means to anonymously bring to public notice their psychological distress. Using Freudian theory, we show the importance of coining the term \"act of self-cutting\" from a metapsychological point of view. Afterwards, we present two clinical cases where the concepts of anguish, acting-out and passage to the act, as seen by Freud and Lacan, became fundamental in conducting the analyzes of these clinical cases. With this, we hope to contribute to the expansion of the field of study on the subject

Les suicides sur les lieux de travail, perçus comme l’acmé d’un phénomène de souffrance au travail, proposent une confirmation au malaise dans la culture bien qu’ils renvoient l’énigme au champ social. Ils formulent avec insistance des interrogations à destination de la société du travail comme des questions singulières sur le passage à l’acte. La thèse s’attache d’abord à établir les fondements épistémologiques tant sociologiques que psychanalytiques qui permettent d’expliciter la question et les effets que les suicides établissent. Puis, c’est en définissant les conditions du cas que le propos entre ensuite dans les distinctions spécifiques au sein de la causalité inconsciente du passage à l’acte d’une part et de la cohérence de la structure sérielle du phénomène d’autre part. L’issue conclusive ouvrira sur les enjeux de jouissance au champ économique et social. / Suicides at workplaces, received as the peak of a suffering-at-work phenomenon, confirm the unease in the culture as well as it sends back its mystery to the social sphere. These suicides ask insistent questions to the working society and peculiar ones about the acting out. First this thesis endeavours to establish the epistemological basis, that is to say the sociologicals and psychoanalyticals ones, that enable to explain both the question and the effects suicides establish. Then, thanks to a clinical case, we will suggest a particular distinction between the unconscious causality of the acting out on the one hand, and the consistency of the phenomenon’s serial organization on the other hand. The conclusion will lead to what is at stake of enjoyment from an economic and social point of view.

The Bender-Gestalt test is one of the most widely used psychological tests in clinical practice. However, very few empirical studies have investigated its projective use with adults. The purpose of the present study was to replicate a study conducted by Sellbom et al. (2001), which examined distortions of the Bender-Gestalt hypothesized to measure antisocial, impulsive, and depressive characteristics. It was found that the findings in Sellbom et al. (2001) were partially replicated, indicating that certain distortions, especially in conjunction, were significantly related to antisocial characteristics. The author suggests that the Bender-Gestalt could potentially be used as a screening measure for antisocial characteristics, but not to measure impulsive and depressive characteristics. / Department of Psychological Science

Functional analysis techniques traditionally used in the assessment of problem behaviors in humans were used to identify the reinforcing consequences for undesirable, human-directed behaviors such as feces throwing and spitting in two captive adult chimpanzees (Pan troglodytes). The first subject's problem behaviors were maintained by both positive and negative reinforcement contingencies, with rates being highest when the display of inappropriate behaviors resulted in access to social attention and juice. The implementation of a function-based treatment plan combining functional communication training with extinction resulted in a 90% reduction in the chimpanzee's inappropriate behaviors. No function was identified for the second subject's inappropriate behaviors. This project represents one of the first attempts to apply these function-based behavioral techniques to a non-human subject.

Made available in DSpace on 2016-12-06T17:07:25Z (GMT). No. of bitstreams: 1 Claudio.pdf: 1655000 bytes, checksum: de1a58e428c1aca7063616195ac32b73 (MD5) Previous issue date: 2010-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this action-research was to verify if fairy tales listened in the classroom, and , right after, performed in Game Workshops, undergo any backwash when acted out graphically by a 3rd year primary school classroom. The qualitative research was conducted in a public school in Jaraguá do Sul, Santa Catarina State. The instruments used for data collection were the children graphic records and the field diary. The data analysis was done by the content analysis technique. In the process of analyzing, a comparison was made between the fairy tale told in the classroom by the teacher, and the representation of the same fairy tale written by the children. After being categorized, the written records of the children, along with the field diary content, compose in an articulate manner and in theory state, the analysis and data discussion. Concluding, it can be said that in the practice of Game Workshop tasks, children became co-authors and authors of their own stories. In the rewriting moment, they had already assumed the role of authors, which was totally supported through the Game Workshop. / Esta pesquisa-ação teve como objetivo verificar se contos de fadas ouvidos em sala de aula e, em seguida, vivenciados nas ações lúdicas das Oficinas do Jogo, sofrem repercussão quando, após isso, forem representados graficamente pelos alunos de uma turma do terceiro ano do Ensino Fundamental. A pesquisa de cunho qualitativo foi realizada em uma escola da rede pública de ensino do município de Jaraguá do Sul SC. Os instrumentos da coleta de dados foram os registros gráficos das crianças e o diário de campo. A análise dos dados foi realizada mediante a técnica de análise de conteúdo. No processo de análise foi comparado o conto tal como contado pela professora em sala de aula e a representação desse conto escritas pelas crianças. Os registros escritos das crianças após serem categorizados, juntamente com o conteúdo do diário de campo, compõem de maneira articulada e fundamenta teoricamente a análise e discussão dos dados. Por fim concluímos que nas práticas pedagógicas das Oficinas do Jogo, as crianças tornaram-se co-autoras e autoras de suas histórias. No momento de redigir, elas já tinham assumido uma posição de autoria que foi amplamente reforçada com as Oficinas do Jogo.