Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2006. / Includes bibliographical references.

Assignment (MA)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 87-88).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves [83]-89). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves [83]-89). Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, Committee on Human Development, December 2000. / Includes bibliographical references. Also available on the Internet.

The aim of this study is to explicate the concepts transference and countertransference from the psychoanalytic, interpersonal and cybernetic perspectives. Commonalities and differences in definition are described. The notion that transference and countertransference provide the therapist with objective interpersonal information concerning the patient or client system is explored. It is pointed out that whilst, according to the tenets of second-order cybernetics, objective interpersonal information is not possible, transference and countertransference analysis, nevertheless, according to this viewpoint, provide the therapist with a double description. Such a description may influence the therapist's interpretation or understanding of the system at hand and be a component then also of the coconstructed, therapeutic reality of the therapist and patient or client. / Psychology / M.A. (Clinical Psychology)

The aim of this study was to describe the psychoanalytically-oriented therapist's experience of identifying, differentiating and processing the patient's transference-based and reality-oriented reactions. In order to investigate the therapist's lived experience of being receptive to the total communication of the patient in the analytic situation, the researcher adopted the empirical phenomenological method. This descriptive and intuitive method grounded the researcher in the concreteness of the everyday life-world of the therapist, and enabled him to explicate the therapist's immediate, pre-theoretical experiences of his patient. The appropriate central research question, formulated to elicit the experience of this phenomenon, emerged through the process of enquiry during the pilot study. Thirteen experienced, psychoanalytically-oriented psychotherapists were interviewed and the five protocols considered most revelatory of the phenomenon under investigation were analyzed in detail. The remaining eight protocols were used to illuminate central themes and to clarify areas of uncertainty during the phase of formal explication. The central findings revealed that the oscillating process of the therapist as he shifts from being immersed in the world of his patient to being in a position of observation and self reflection is the fulcrum around which he evaluates the nature of his patient's communications. During this ongoing process of discrimination, living in duality, the therapist comes to experience himself as a patient scrutinized by his own and his patient's confrontations. His journey of disentanglement, the endeavour to differentiate his responses from his patient's actions, is dependent on his ability to engage in honest selfreflection and to access his pre-theoretical and articulated cognitions of his patient. This allows him to acknowledge his own role in what has unfolded interpersonally and to appropriate his previously denied feelings for and attitudes towards his patient, a prerequisite for the accurate and full appraisal of the nature of his patient's communications. Forsaking fixed judgements, the therapist becomes open to the confluence between the reality-oriented responses and transference-based reactions of his patient. This salient discovery, when dialogued with the literature, reinforced the theories of Greenson and Langs that not all the interactions between the patient and the analyst/therapist are transference-based and that it is therefore imperative that the analyst/therapist reflect on his participation in the analytic situation.

Neste trabalho articulamos as noções psicanalíticas de transferência, transferência de trabalho, saber e conhecimento à nossa prática em um grupo terapêutico heterogêneo. O Grupo Mix é um campo de linguagem que permite e facilita a circulação de crianças em diversas posições subjetivas (psicóticas, autistas e neuróticas) e crianças em diversas posições discursivas (abrigadas, moradoras de comunidades de baixa renda etc.). Como um campo de linguagem, ele é um espaço fecundo para o estabelecimento de relações transferenciais. A transferência pode localizar-se nas relações analista-paciente, professor-aluno e terapeuta de grupo-criança. Estamos propondo, porém, que a transferência de trabalho no grupo terapêutico opere, sobre o adulto, como um modo de fazê-lo endereçar seu desejo para o Outro. Ao assistir a este endereçamento do olhar do adulto para o Outro, ainda que este movimento não seja explicitamente falado, a criança conhece certo tipo de relação com o saber que pode ser inspiradora para ela. Baseando-se na afirmação de Lacan (2003, p. 555) de que a transferência é amor que se dirige ao saber articulamos nossa prática com a teoria nos questionando se a transferência de trabalho, que é um desfecho possível do amor de transferência na análise e que resulta em uma maneira de o adulto se posicionar frente a seu fazer, pode produzir, em um contexto não analítico (um grupo terapêutico com crianças) a emergência da relação com o saber e com o conhecimento. A relação com o saber e com o conhecimento dizem respeito também ao campo educativo, com o qual dialogamos neste trabalho, inserindo-o na interface psicanálise-educação. A metodologia utilizada foi a do exercício de articulação teóricoprático, psicanaliticamente orientado, ou seja, é uma reflexão teórica da experiência clínica. Neste trabalho, buscamos demonstrar, por meio da leitura de fragmentos clínicos extraídos do trabalho do Grupo Mix, que a transferência de trabalho, que sustenta um fazer criativo, autoral e singular do adulto em sua prática, pode ser uma fonte inspiradora para a criança. Conclusão que não cessa de se reabrir, pois está viva e em constante processo de transformação / In this paper, we articulate psychoanalytic concepts of transference, transference of work, knowledge and expertise to our practice in a heterogeneous group therapy. The «Grupo Mix» is a language field that enables and facilitates the movement of children in various subject positions (psychotic, neurotic and autistic) and children in different discursive positions (sheltered, living in low-income communities, among others). As a field of language, it is a fruitful area for the establishment of transference relationships. The transference may be located in the relationships of analyst-patient, teacher-student and group therapist-child. We propose, however, that the transference of work in the therapeutic group operates on the adult, as a way to make him address his desire to the Other. By watching this addressing of the adult sight to the Other, even if that movement is not explicitly stated, the child knows a type of relationship with knowledge that can be inspiring for him/her. Based on the statement of Lacan (2003, p. 555) that the transference is the love that is directed to learn\", we articulate our practice with the theory and we question ourselves whether the transference of work, which is a possible outcome of love transference in the analysis and it results in a way that the adult positions himself facing his doing, it may produce, in a non-analytical context (a therapeutic group with children) the emergence of the relationship with the expertise and with the knowledge. The relationship between knowledge and expertise also concerns the educational field, with which we dialogue in this research, and in this sense, this paper fits in the psychoanalysis - education interface. The methodology used was the exercise of theoretical-practical articulation, psychoanalytically oriented, it means, it is a theoretical reflection on the clinical experience. In this research, we intended to demonstrate, through the reading of clinical fragments extracted from the work of «Grupo Mix», that the transference of work that sustains the creative process, authorial and unique of the adult in his practice, can be a source of inspiration for the child. Conclusion that never ceases to reopen once it is alive and in constant process of transformation

Neste trabalho articulamos as noções psicanalíticas de transferência, transferência de trabalho, saber e conhecimento à nossa prática em um grupo terapêutico heterogêneo. O Grupo Mix é um campo de linguagem que permite e facilita a circulação de crianças em diversas posições subjetivas (psicóticas, autistas e neuróticas) e crianças em diversas posições discursivas (abrigadas, moradoras de comunidades de baixa renda etc.). Como um campo de linguagem, ele é um espaço fecundo para o estabelecimento de relações transferenciais. A transferência pode localizar-se nas relações analista-paciente, professor-aluno e terapeuta de grupo-criança. Estamos propondo, porém, que a transferência de trabalho no grupo terapêutico opere, sobre o adulto, como um modo de fazê-lo endereçar seu desejo para o Outro. Ao assistir a este endereçamento do olhar do adulto para o Outro, ainda que este movimento não seja explicitamente falado, a criança conhece certo tipo de relação com o saber que pode ser inspiradora para ela. Baseando-se na afirmação de Lacan (2003, p. 555) de que a transferência é amor que se dirige ao saber articulamos nossa prática com a teoria nos questionando se a transferência de trabalho, que é um desfecho possível do amor de transferência na análise e que resulta em uma maneira de o adulto se posicionar frente a seu fazer, pode produzir, em um contexto não analítico (um grupo terapêutico com crianças) a emergência da relação com o saber e com o conhecimento. A relação com o saber e com o conhecimento dizem respeito também ao campo educativo, com o qual dialogamos neste trabalho, inserindo-o na interface psicanálise-educação. A metodologia utilizada foi a do exercício de articulação teóricoprático, psicanaliticamente orientado, ou seja, é uma reflexão teórica da experiência clínica. Neste trabalho, buscamos demonstrar, por meio da leitura de fragmentos clínicos extraídos do trabalho do Grupo Mix, que a transferência de trabalho, que sustenta um fazer criativo, autoral e singular do adulto em sua prática, pode ser uma fonte inspiradora para a criança. Conclusão que não cessa de se reabrir, pois está viva e em constante processo de transformação / In this paper, we articulate psychoanalytic concepts of transference, transference of work, knowledge and expertise to our practice in a heterogeneous group therapy. The «Grupo Mix» is a language field that enables and facilitates the movement of children in various subject positions (psychotic, neurotic and autistic) and children in different discursive positions (sheltered, living in low-income communities, among others). As a field of language, it is a fruitful area for the establishment of transference relationships. The transference may be located in the relationships of analyst-patient, teacher-student and group therapist-child. We propose, however, that the transference of work in the therapeutic group operates on the adult, as a way to make him address his desire to the Other. By watching this addressing of the adult sight to the Other, even if that movement is not explicitly stated, the child knows a type of relationship with knowledge that can be inspiring for him/her. Based on the statement of Lacan (2003, p. 555) that the transference is the love that is directed to learn\", we articulate our practice with the theory and we question ourselves whether the transference of work, which is a possible outcome of love transference in the analysis and it results in a way that the adult positions himself facing his doing, it may produce, in a non-analytical context (a therapeutic group with children) the emergence of the relationship with the expertise and with the knowledge. The relationship between knowledge and expertise also concerns the educational field, with which we dialogue in this research, and in this sense, this paper fits in the psychoanalysis - education interface. The methodology used was the exercise of theoretical-practical articulation, psychoanalytically oriented, it means, it is a theoretical reflection on the clinical experience. In this research, we intended to demonstrate, through the reading of clinical fragments extracted from the work of «Grupo Mix», that the transference of work that sustains the creative process, authorial and unique of the adult in his practice, can be a source of inspiration for the child. Conclusion that never ceases to reopen once it is alive and in constant process of transformation