Psychologue dans l'Éducation Nationale, nous avons observé les effets de la mutation actuelle du lien social sur l'école. Chacun peut constater l'émergence des signes d'une conflictualité accrue : décrochage scolaire, phobie scolaire, augmentation du nombre de journées d'exclusion, appel pressant à un retour de l'autorité, épuisement des enseignants, multiplication des projets d'accueil individualisé ou inflation des demandes d'interventions d'auxiliaires de vie... Quelle lecture pourrait faire la psychanalyse de ces symptômes contemporains ? En quoi sont-ils l'expression du dépassement du complexe d'OEdipe pour couvrir d'un nouvel habillage symbolique l'impossible du rapport sexuel au XXIe siècle ? C'est là toute l'orientation de notre travail de thèse qui tente de mieux comprendre les enjeux cliniques et aussi les mécanismes psychiques convoqués dans un lien social désormais organisé par un "maître-capitaliste." / As a psychologist within the National Education system, I bear witness to the changes taking place in social links over schools. Everyone is able to note the emergence of signs of increasing conflicts : drop-out rate, school phobia, increase number of days of expulsion, calls for a return to more authority, exhausted teachers, growing need for individual remedial tuition, and expanding requests for help from carers. How could psychoanalysis interpret these contemporary symptoms ? In which way are they expressions of putting aside the Oedipus complex in order to symbolically fake the impossible nature of relationships between the sexes in the 21st century ? This is the aim of our current work to try and better understand the clinical issues and also the mental processes that arisenowadays in social links increasingly organised by a "capitalist master."

This thesis constitutes a narrative description of the evolution of my therapeutic self during my training as a clinical psychologist. During the telling of this story, I review the ways in which I was perturbed by the mix between the various theories and the various contexts visited during the years of my post-graduate training. I have described and critically compared my responses to the following models: psychoanalytic, psychodynamic, first-order cybernetic, and secondorder cybernetic (covering the first, second and third movements). Throughout, I have attempted to track the development of a congruent, personal therapeutic self while simultaneously assuming that this self is constantly coming-into-being. / Psychology / M.A. (Clinical Psychology)

This thesis constitutes a narrative description of the evolution of my therapeutic self during my training as a clinical psychologist. During the telling of this story, I review the ways in which I was perturbed by the mix between the various theories and the various contexts visited during the years of my post-graduate training. I have described and critically compared my responses to the following models: psychoanalytic, psychodynamic, first-order cybernetic, and secondorder cybernetic (covering the first, second and third movements). Throughout, I have attempted to track the development of a congruent, personal therapeutic self while simultaneously assuming that this self is constantly coming-into-being. / Psychology / M.A. (Clinical Psychology)

In a study of psychological well-being, the researcher attempted to address the challenge of preventing mental illness and promoting mental health using an educational psychological perspective based on Unisa's Relations Theory. According to Relations Theory, humans are understood by the relationships they form. The intra-psychic interaction of the components of the intra-psychic structure (I/ego, self, identity and self-concept) is responsible for people's behaviour, with the essences (attachment of meaning, involvement, experience and self-actualising) and the prerequisites (the forming of relations , the life-world and climate) forming the basis of the structure. The researcher developed and administered a questionnaire on psychological well-being and conducted interviews, and on the basis of the findings reports that psychological well-being from an educational psychological perspective consists of a healthy and positive ego and self, clearly defined identities, positive thoughts and feelings, involvement in the life world, a positive and realistic self-concept and constructive self-talk, and self-realisation. / Educational Studies / M. Ed. (Guidance and Counselling)

In a study of psychological well-being, the researcher attempted to address the challenge of preventing mental illness and promoting mental health using an educational psychological perspective based on Unisa's Relations Theory. According to Relations Theory, humans are understood by the relationships they form. The intra-psychic interaction of the components of the intra-psychic structure (I/ego, self, identity and self-concept) is responsible for people's behaviour, with the essences (attachment of meaning, involvement, experience and self-actualising) and the prerequisites (the forming of relations , the life-world and climate) forming the basis of the structure. The researcher developed and administered a questionnaire on psychological well-being and conducted interviews, and on the basis of the findings reports that psychological well-being from an educational psychological perspective consists of a healthy and positive ego and self, clearly defined identities, positive thoughts and feelings, involvement in the life world, a positive and realistic self-concept and constructive self-talk, and self-realisation. / Educational Studies / M. Ed. (Guidance and Counselling)