Este estudo psicanalítico aplicado ao campo educacional busca a compreensão e articulação teórica de respostas contratransferências do professor diante das manifestações do grupo de alunos dentro da sala de aula. Com isso, se propõe a oferecer um conhecimento original, através de contribuição clínica-psicanalítica, para melhorar a eficácia pedagógica da inter-relação professor-aluno, em escolas de educação infantil e de ensino fundamental. Considera que o fenômeno da transferência pode ser desencadeado em diversas disciplinas e práticas onde transitem processos internos psíquicos; e que pode ser observado, analisado e explicado através da dinâmica de trânsito dos conteúdos presentes nos vínculos afetivos estabelecidos em grupos. Nestes espaços psicossociais, o fenômeno da transferência considerado como modelo pulsional de construção distorcida da realidade em transformação constante, medeia dois planos de interação oscilatória: um consciente voltado para a execução de uma tarefa, por exemplo, e outro inconsciente guiado pelas fantasias inconscientes semelhantes, que se constitui como história da realidade psíquica dos indivíduos que se inter-relacionam. Esta investigação parte da hipótese de que respostas contratransferências do professor podem perturbar o grupo de trabalho centrado na tarefa de aprender e ensinar, tornando-o um grupo de suposto básico de dependência, ataque-fuga ou de acasalamento. Considera que a intervenção terapêutica breve individual do professor pode clarificar seu envolvimento inconsciente em conluios estabelecidos com o grupo de alunos dentro da sala de aula (contratransferência) e, revertê-lho em um instrumento de empatia e intuição. Para a sua realização, propõe-se que situações empíricas sejam descritas sob a forma de estudos de caso, derivando o objeto de análise através do método de observação em sala- de- aula. A observação da recorrência de manifestações da contratransferência em nove professores de préescola e primeira série do ensino fundamental com grupos de crianças de quatro a oito anos de idade, implicou em um segundo momento, na realização de intervenções terapêuticas individuais junto aos professores, fora das salas de aula. A partir da aplicação da Escala Diagnóstica Adaptativa Operacionalizada, realizou-se montagem e planejamento de intervenção terapêutica breve, com rastreamento das situações-problema nos vários setores de adaptação, para encontrar o núcleo e encaminhar as soluções mais adequadas, e sua derivação no setor produtividade. Durante a intervenção utilizou-se o psicodrama como uma técnica de psicoterapia, articulada ao método psicanalítico, para facilitar a figuração e expressão concreta do mundo interno do professor, de suas identificações e de seus conflitos. Com isso, verificaram-se possíveis efeitos desta intervenção, na direção de uma evolução eficaz (recompor um grupo de trabalho) ou ineficaz (falta de cumprimento de sua função naquele momento). Ao estabelecer uma correspondência entre alguns dados obtidos, sua análise e compreensão interpretativa fundamentada nas teorias psicanalíticas propostas por Melaine Klein, Wilfred Bion e Ryad Simon; concluiu-se que através do método de trabalho desenvolvido neste estudo, houve uma melhora significativa na inter-relação professor-aluno derivando maior eficácia no desenvolvimento e resolução de tarefas pedagógicas. Portanto, supõe-se que este estudo possa ser heurístico no que se refere à psicanálise aplicada ao conhecimento do desconhecimento do sentido das relações mais profundas, em processos educativos manifestos nas relações interpessoais entre professor-aluno em salas de aula. / This psycho analytical study applied to the educational field has the objective of comprehending and articulating in theory, counter-transference answers from a professor while dealing with a group of students inside the classroom. With this, proposes to offer an original knowledge through a clinical psycho analytical contribution in order to improve the efficiency of the interrelation between professor and students, in Primary and Elementary Schools. Considers that the phenomena of transference could be turned over in several disciplines and practices where internal psychic processes are found; and that could be observed, analyzed and explained by the dynamic of transit of the contents found in affective connections established by groups. In these psycho social spaces, the phenomena of transference considered as a pulsing model of distorted construction of the reality that is constantly changing, outlines two plans of oscillatory interaction: one that is conscious, directed to the execution of a demand, for example, and the other unconscious guided by similar unconscious fantasies, that constitutes a history of the psychic reality of the individuals inter relating. This investigation considers the hypothesis that countertransference answers of the professor can disturb the work group that is concentrated in learning and teaching, transforming it into a group with a basis supposition of dependence, attack-run or even coupling. Considers that the brief therapeutic intervention of the professor can clarify its unconscious involvement in disturbs established by the group of students inside the class room, and convert it into an instrument of empathy and intuition. For its practice, proposes that empirical situations should be described through case studies, deriving the object of analysis in the method of in-class observation. The observation of the recurrence of counter transference manifestations in nine pre-school and elementary school teachers with classes of children aging four to eight years, implied, in a second moment, in individual therapeutic interventions with the teachers, outside the class room. By applying the Operational Scale for Diagnosing Adaptation, was made a plan and design of the brief therapeutic intervention, tracking the trouble-situations in the several adapting moments, to find the nucleus and perform the adequate solutions, and its derive in the productivity sector. During the intervention, psycho drama was used as a psycho therapeutic technique, articulated to the psycho analytical method, to make easier the figuration and concrete expression of the inner world from the teachers, from its identifications and its conflicts. With that, possible effects of this intervention were verified, in the direction of an efficient evolution (recompose a work group) or inefficient (lack of filling its function in that moment). By establishing a correspondence between some data obtained, its analysis and interpretative comprehension based on psycho analytical theories proposed by Melanie Klein, Wilfred Bion and Ryad Simon, was concluded that through the method of work developed in this study, there was a significant improvement in the inter relation between professor and student, deriving higher efficiency in the development and resolution of pedagogical demands. Therefore, supposes that this study can be heuristic as it refers to psycho analysis applied to knowledge of the unlearned of the sense of deeper relations, in educational processes manifested in interpersonal relations between professors and students in the class room.

The purpose of this research is to explore individual behaviour towards authority. The psychodynamic and phenomenological paradigms are used. Unstructured interviews, conducted on five female consultants, produced themes that provide possible insight into individual behaviour towards authority. These themes were; 'daddy and mommy's little girl', need for attention, approval, to not disappoint and sibling rivalry; anxiety and the use of defense mechanisms; conditions for acceptance and/or comfort; dependency for support; clear and/or rigid boundaries; split in experience towards authority; fear of authority; power struggle; and counterdependency. These themes suggest that individual's project and transfer feelings, fantasies, expectations and wishes of their experiences with their parents, their earliest authority figures, onto other authority figures, for example, their managers. The hypothesis generated was "past experiences with authority figures influences individual experiences and hence behaviour towards present authority figures". / Psychology / M.A. (Industrial Psychology)

Thesis (MA (Psychology))--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: Sexual relationships in the psychotherapeutic setting have always been regarded as unethical and sexual attraction between therapist and client has generally proved to be awkward and anxiety provoking for those involved. Although research indicates that these relationships do occur, and that sexual feelings between therapists and clients are not infrequent, there is little conceptual clarity on the dynamics thereof. Consequently, the available guidelines and ethical rules regulating such sexual contact generally take the form of “thou shalt not…” and provide limited assistance to therapists in managing such situations in a manner that protects the integrity of the therapeutic relationship. This review assumes the presence of the psychodynamic phenomenon of transference in all psychotherapeutic relationships, and constructs sexual attraction and contact as the product of the sub-concept of erotic transference. Against this background, the review presents the dynamics of erotic transference in terms of its nature, impact and management. On this basis, current ethical codes and training issues are reviewed, guidelines for proper prevention and management are suggested and important directions for future research are identified.

Dans le cadre des soins institutionnels apportés à des enfants psychotiques et autistes, il s’agit de s‘interroger sur les processus soignants en groupe déployés à partir de la relation transférocontre- transférentielle en appui à des cadres-dispositifs groupaux, notamment des ateliers à médiations thérapeutiques. Des mouvements transférentiels essentiellement sensori-moteurs se déploient en chaîne de transferts au sein des espaces interstitiels envisagés comme non dédiés au transfert. Ces derniers sont alors oblitérés par des vécus contre-transférentiels massifs et radicaux des soignants. Dès lors, comment l’institution va t-elle appréhender ces moments destructeurs vécus comme des passages à l’acte de plus en plus bruyants ? Nous verrons dans quelles conditions le dispositif analysant institutionnel à l’épreuve de la malléabilité peut participer à la transformation de ces passages à l’acte en mises en acte, s’organisant en processus associatif sensori-perceptivo-moteur. / Within the institutional care offered to psychotic and autistic children, our aim is to question the care-giving group processes which are deployed through the transference and counter transference relationship and which provide support to group settings, particularly groups using therapeutic mediations. Transference movements, especially sensory-motor movements, are displayed in a chain of transferences, within the interstitial spaces which are considered as none dedicated to transference. These spaces are then blocked by massive and dramatic counter transference experiences of the caregivers. Therefore how will the institution apprehend these destructive moments which are experienced as acting outs that are more and more severe? We will see in which condition the institutional analyzing framework, testing its malleability, can participate in the transformation of these acting outs into enactments which organize themselves in a sensory-perceptive-motor associative process.

Cette recherche propose de porter un regard sur les dynamiques psychiques en jeu, dans les mouvements transférentiels qui émergent lorsque l’enseignant est confronté à la réalité de la rencontre avec l’élève porteur de troubles du comportement. De l’incompréhensible à l’insupportable, de la difficulté à la souffrance, le trouble élève fait effraction dans l’expérience subjective de l’enseignant et génère des « ruptures identificatoires», esquissant une certaine rigidité psychique dans sa posture professionnelle. L’ « extrapolation » des concepts de transfert et de contre-transfert issus du champ de la psychanalyse, permet de dessiner les contours d’un contre-transfert spécifique à l’enseignant dans une relation pédagogique troublée. En tant que sujet désirant, il mobilise des attitudes contre-transférentielles, observables dans leurs effets, relevant soit d’un déjà-là, soit d’une réactivité d’intensité variable, au regard de dysharmonies dans l’articulation de ses désirs et de ses représentations construites et prescrites, caractérisant ses filtres interprétatifs. Comprendre l’économie des dynamiques psychiques de l’enseignant en souffrance professionnelle, dans une approche clinique d’orientation psychanalytique, constitue une assise pour envisager de repenser l’interprétation de son expérience subjective, en faveur d’une Plasticité Posturale Psychique de l’Enseignant. / This research proposes to look at the psychodynamic interactions at play in the transference movements that emerge when a teacher encounters the reality of a pupil with behavioural disorders. From the incomprehensible to the unbearable, from the difficulty to the suffering –the troubled pupil intrudes into the teacher's subjective experience and generates « identity breakdowns », hinting at a certain psychic rigidity in one's professional position. The « extrapolation » of the concepts of transference and counter-transference from the field of psychoanalysis outlines the contours of a counter-transference specific to the teacher in a troubled teaching relationship. As a desired subject, he mobilises counter-transferential attitudes, observable in their effects, falling under either an already-existing responsiveness or one of varying intensity in terms of disharmony in the articulation of his desires, and constructed and prescribed representations characterising his interpretative filters. Understanding the economics of the psychodynamics of the teacher with regard to professional distress, in a clinical approach with a psychoanalytical orientation, constitutes a foundation to consider rethinking the interpretation of his subjective experience in favour of a Psychic Postural Plasticity of the Teacher.

The purpose of this research is to explore individual behaviour towards authority. The psychodynamic and phenomenological paradigms are used. Unstructured interviews, conducted on five female consultants, produced themes that provide possible insight into individual behaviour towards authority. These themes were; 'daddy and mommy's little girl', need for attention, approval, to not disappoint and sibling rivalry; anxiety and the use of defense mechanisms; conditions for acceptance and/or comfort; dependency for support; clear and/or rigid boundaries; split in experience towards authority; fear of authority; power struggle; and counterdependency. These themes suggest that individual's project and transfer feelings, fantasies, expectations and wishes of their experiences with their parents, their earliest authority figures, onto other authority figures, for example, their managers. The hypothesis generated was "past experiences with authority figures influences individual experiences and hence behaviour towards present authority figures". / Psychology / M.A. (Industrial Psychology)

Face às transformações sócio-culturais ocorridas ao longo do século XX, que favoreceram a predominância de configurações psicopatológicas distintas das neuroses, a metapsicologia freudiana passou por críticas e revisões, que visavam tanto compreender quanto tratar essas patologias que desde então ficaram em evidência. O narcisismo se mostrou um conceito central nessa reformulação teórica, que permitiu a construção de uma segunda teoria tópica do aparelho psíquico, quando o inconsciente deixou de ser entendido como subproduto da consciência. Neste novo modelo, embora o conflito edipiano ainda mantenha um lugar de destaque na cena psíquica, sua importância no desvelamento dos processos de instauração das psicopatologias passou a um plano secundário. A aquisição de um sentido vital e o desenvolvimento de estilos subjetivos como tributários das marcações sensoriais estabelecidas nos primórdios da relação materno-infantil passaram, radativamente, a ocupar um lugar de destaque na teorização psicanalítica e, consequentemente, os processos infralingüísticos adquiriram relevo como moduladores da eficácia da cura pela palavra. Neste trabalho discuto aspectos de algumas das intuições freudianas acerca da forma como se constitui um psiquismo em sua teorização, e apresento a relevância de contribuições à sua teoria, realizadas por psicanalistas como Ferenczi, Winnicott, Anzieu e Haag, entre outros. A contribuição desses autores para a o entendimento das condições e obstáculos para o estabelecimento de um Eu capaz de agir de forma criativa na interação com seu meio, permite que se pense no fenômeno humano em uma perspectiva que rompe com os dualismos - aos quais Freud se manteve aderido - e compreende a subjetivação como um processo complexo e interminável. A categoria sensorialidade desempenha um papel significativo e precisa ser considerada na compreensão dos fenômenos que emergem no campo transferencial. Apresento um caso clínico como fio condutor e como ilustração da importância de seu resgate na prática da terapia psicanalítica contemporânea, visto que pretendo reafirmar a soberania da clínica para interpelar a teoria e enriquecê-la. / The social-cultural transformations which occurred during the 20th century, favored the prevalence of new psychopathological configurations, which were different to classical neuroses. As a result, the Freudian meta-psychology was submitted to criticisms and revisions, which intended not only to understand but also to treat those pathologies that were in evidence ever since. Narcissism became a central concept in that theoretical reformulation, which allowed for the construction of a second topical theory of the psychic apparel, in which the unconscious was no longer conceived of as being a by-product of the conscience. In this new model, although the Oedipian conflict still maintains a prominent place in the psychic scene, its importance in the establishment of psychopathologies was driven to a secondary level. The acquisition of a vital sense and the development of subjective styles as a tributary of the sensorial demarcations established in the beginning of the maternal-infantile relationship gradually occupied a prominent place in the psychoanalytical theory and, as a result, the infra-linguistic processes acquired relief as modulators of the effectiveness of the talking cure. In this work, aspects of some of the Freudian intuitions concerning the way in which a psyche is constituted in theory, is discussed, and the relevance of contributions to such theory, according to psychoanalysts such as Ferenczi, Winnicott, Anzieu and Haag, among others, is also presented. The contributions of such authors to the understanding of the conditions and obstacles necessary for the establishment of an "Ego" which is capable of acting in a creative manner while interacting with its environment, allows us to think of the human phenomenon in a perspective that breaks with the dualisms - to which Freud remained stuck - and permits one to understand subjection as a complex and endless process. Sensoriality is a category that acquires a significant paper in the understanding of the phenomena present in the transferencial field, and its importance must be recognized. A case history is presented as a conductive thread and illustration of the importance of its ransom in contemporary psychoanalytical practice, aiming at reaffirming the sovereignty of the clinical to question and enrich the theory.

Face às transformações sócio-culturais ocorridas ao longo do século XX, que favoreceram a predominância de configurações psicopatológicas distintas das neuroses, a metapsicologia freudiana passou por críticas e revisões, que visavam tanto compreender quanto tratar essas patologias que desde então ficaram em evidência. O narcisismo se mostrou um conceito central nessa reformulação teórica, que permitiu a construção de uma segunda teoria tópica do aparelho psíquico, quando o inconsciente deixou de ser entendido como subproduto da consciência. Neste novo modelo, embora o conflito edipiano ainda mantenha um lugar de destaque na cena psíquica, sua importância no desvelamento dos processos de instauração das psicopatologias passou a um plano secundário. A aquisição de um sentido vital e o desenvolvimento de estilos subjetivos como tributários das marcações sensoriais estabelecidas nos primórdios da relação materno-infantil passaram, radativamente, a ocupar um lugar de destaque na teorização psicanalítica e, consequentemente, os processos infralingüísticos adquiriram relevo como moduladores da eficácia da cura pela palavra. Neste trabalho discuto aspectos de algumas das intuições freudianas acerca da forma como se constitui um psiquismo em sua teorização, e apresento a relevância de contribuições à sua teoria, realizadas por psicanalistas como Ferenczi, Winnicott, Anzieu e Haag, entre outros. A contribuição desses autores para a o entendimento das condições e obstáculos para o estabelecimento de um Eu capaz de agir de forma criativa na interação com seu meio, permite que se pense no fenômeno humano em uma perspectiva que rompe com os dualismos - aos quais Freud se manteve aderido - e compreende a subjetivação como um processo complexo e interminável. A categoria sensorialidade desempenha um papel significativo e precisa ser considerada na compreensão dos fenômenos que emergem no campo transferencial. Apresento um caso clínico como fio condutor e como ilustração da importância de seu resgate na prática da terapia psicanalítica contemporânea, visto que pretendo reafirmar a soberania da clínica para interpelar a teoria e enriquecê-la. / The social-cultural transformations which occurred during the 20th century, favored the prevalence of new psychopathological configurations, which were different to classical neuroses. As a result, the Freudian meta-psychology was submitted to criticisms and revisions, which intended not only to understand but also to treat those pathologies that were in evidence ever since. Narcissism became a central concept in that theoretical reformulation, which allowed for the construction of a second topical theory of the psychic apparel, in which the unconscious was no longer conceived of as being a by-product of the conscience. In this new model, although the Oedipian conflict still maintains a prominent place in the psychic scene, its importance in the establishment of psychopathologies was driven to a secondary level. The acquisition of a vital sense and the development of subjective styles as a tributary of the sensorial demarcations established in the beginning of the maternal-infantile relationship gradually occupied a prominent place in the psychoanalytical theory and, as a result, the infra-linguistic processes acquired relief as modulators of the effectiveness of the talking cure. In this work, aspects of some of the Freudian intuitions concerning the way in which a psyche is constituted in theory, is discussed, and the relevance of contributions to such theory, according to psychoanalysts such as Ferenczi, Winnicott, Anzieu and Haag, among others, is also presented. The contributions of such authors to the understanding of the conditions and obstacles necessary for the establishment of an "Ego" which is capable of acting in a creative manner while interacting with its environment, allows us to think of the human phenomenon in a perspective that breaks with the dualisms - to which Freud remained stuck - and permits one to understand subjection as a complex and endless process. Sensoriality is a category that acquires a significant paper in the understanding of the phenomena present in the transferencial field, and its importance must be recognized. A case history is presented as a conductive thread and illustration of the importance of its ransom in contemporary psychoanalytical practice, aiming at reaffirming the sovereignty of the clinical to question and enrich the theory.

本研究旨在探討心理動力取向為主的心理治療工作者，領會移情與反移情的學習歷程，欲瞭解治療者從理論到實務致身領會的歷程，以及面臨的困境內涵，並在整合理論與實務的體會後，對個人自身與治療工作的意義與影響。研究者針對四位心理動力取向治療者，透過一對一的半結構式訪談，獲得質性資料以進行分析，並建構出歸納式結論，依此作研究結果描述如下： 一、心理動力取向治療者從理論到實務致身領會歷程中的困境內涵 　　心理動力取向治療者容易面臨到的困境主要為兩個層面，分別為：理論的學習與實務的應用。由於理論知識的抽象性，加上主體經驗不足，治療者容易感到模糊而不易掌握理論內涵；在實務工作中，治療者對反移情的瞭解不足，容易與個案移情相互影響，並對自我能力的信心產生動搖。 二、心理動力取向治療者從理論到實務致身領會移情與反移情內涵的歷程 　　領會的歷程可分為三個部份。首先，透過督導的涵容與提點，減緩治療者反移情的負面影響，穩固自我認同，並逐漸覺知自身的反移情。再者，藉由被治療的正向經驗，發展出內在動力的認識與深度接納，對移情與反移情的本質會有更深入的掌握。最後，透過治療者對生命經驗的內化省思，使得理論到實務的連結產生個人性的意義與理解。 三、心理動力取向治療者整合歷程後的體會，對個人與治療工作的意義與影響 　　治療者於實務工作中成功驗證理論內涵，並對個人議題覺察的深化，成熟掌握反移情後，不再輕易被自我懷疑與焦慮所困擾，並發展出對自我與專業的認同。最後伴隨而來的影響，包含：區辨移情與反移情能力提升、涵容與後設思考的空間擴大、發展出對人性謙卑而深刻的思考態度與工作方式、穩固治療信念、以及將動力觀點融入人際與生活等層面。 關鍵字：心理動力取向、移情、反移情、學習歷程 / This study uses semi-structured interviews to collect data separately from four psychodynamic therapists. In order to discover the learning process of transference and counter-transference and to understand the transition process of every therapist’s perception from theory to practice, this study reviewed the obstacles therapist might have faced, and the influence on his/herself as well as being a therapist when they’ve acquired the integration of both theory and practice. The main findings of this study were as follows: 1.The understanding of the obstacles during psychodynamic therapists’ perception from theory to practice. 　　Two main obstacles one psychodynamic therapist might face were the theoretical learning and the practical application. As to the former, both the abstractiveness of theory and lacking of experience creates the difficulty to manage. As to the latter, the shortage of knowledge regarding counter-transference might result in intense tension and anxiety between the patience, and hence the therapist might undergo underconfidence and self-doubt. 2.The understanding of transference and counter-transference during the 　psychodynamic therapists’ transition process from theory into practice. 　　Firstly, the negative impact resulted from counter-transference might be mitigated by the contain and suggestion of supervisors; therefore, the therapists might be self- conscious and aware of self-identity. Secondly, with the above positive experience, the knowledge of inner dynamic, and deeper acceptance, therapists might be able to better manage counter-transference. Finally, the process would lead to the connection with personal understanding brought by the transition from theory into practice. 3.The reflection and the influence of psychodynamic therapists when having acquiring the integration of both theory and practice. 　　When therapists undergone the abovementioned stages, they will no longer be troubled by self-doubt and anxiety, and identify with self-affirmation. The influence of which includes the better ability to distinguish transference and counter-transference, broaden thinking regarding contain and metacognition, developing humbleness to humanity and a profound attitude, a firm faith of therapy, and to incorporate psychodynamic into relationships and daily life. Key word: psychodynamic approaches, transference, counter-transference, learning process

Executive group coaching, as a development intervention, and interest in coaching research has steadily increased over the years. Psychodynamic group coaching and coaching programmes have, however, received limited empirical attention. In this study, the researcher argues the criticality for coaches in better understanding of unconscious group coaching dynamics. The researcher felt that by designing a Systems Psychodynamic Executive Group Coaching Programme (SPEGCP) as a psychoeducational developmentally focused learning opportunity would allow for an exploration of systemic conscious and unconscious group coaching dynamic behaviours. The researcher sought to explore, describe and analyse the lived experiences of coaches in the SPEGCP. Interpretative phenomenological hermeneutic, using systems psychodynamic perspective as a theoretical framework, served the study well by enabling the researcher to apply in-depth description and interpretation. A case study research strategy was adopted were individual participants were analysed and then integrated across participants analysis of findings. The study revealed the structured nature of the SPEGCP acted as a container, transitional object, and containment for coaches. SPEGCP contributed to the development of insights into the unconscious group coaching dynamics related to role, authority, boundary and identity manifested in uncertainties, role confusion, person-role-organisation dynamic influences and defensive structures in the paranoid-schizoid position, and reflective containment for learning in the depressive position. The quality of the relationship between the consultant-coach and group, and the systems psychodynamic consulting and coaching stance, were critical for exploration and reflective insights to emerge. As the systems psychodynamic group coaching and consulting stance can add significant value to the growth and functioning of coaches, and thus executives and their groups in which they operate, a study of this nature was important if not critical. The study provides an opportunity to consider that this third generation type of evidence based consulting and coaching be viewed as an integrated part of the development of coaches, consultants, and thus executive groups. / Psychology / D. Litt. et Phil. (Psychology)