This two-year qualitative clinical study investigates the intea-psychic (within a person) and inter-relational (between people) effect of maternal ambivalence in female psychotherapy relationships. The participants are five, low-income single mothers, and I am the therapist researcher. Ambivalence describes the co-existence of loving and hating feelings. In traditional psychoanalytic theory, ambivalence originates in the developing infant's relationship to the mother and forms the basis of all adult relationships. A mother's experience of ambivalence is viewed as a regressive return to an earlier emotional experience with her mother. Maternal ambivalence is a feminist psychoanalytic concept developed by Parker (1995, 1997). Parker expands the Freudian and post-Freudian object relations concept of ambivalence using the perspective of the adult mother. In Parker's conceptualization of maternal ambivalence, a mother experiences feelings of ambivalence towards her infant and child that are not simply regressive, but are part of her normal adult development as a mother. Each mother's experiences and expressions of maternal ambivalence are affected by her social and cultural context of mothering. Each woman is consciously and unconsciously affected by her psychosocial constructions of maternal ambivalence and brings her beliefs and experiences into the clinical relationship. Through highlighting the narratives and interpreting the transference and counter-transference material, this study shows the impact of maternal ambivalence on the therapeutic alliance of women working with women in clinical social work. The therapeutic alliance refers to the quality of the relational bond between the therapist and client. This population of mothers was selected because they represent a significant group of clients seen in various clinical social work Dangerous Connections settings, such as youth protection, non-profit counseling agencies, and community centers. In this manuscript-based thesis, I present two of my participants' cases as an indepth exploration of my research process, its analysis, and the applicable theories I used. This research process indicates that in seeking to develop a more culturally and gender sensitive clinical practice and therapeutic connections, social workers may benefit from reflectively challenging their internalized psychosocial idealizations and denigrations of motherhood.

A persistent difficulty in the field of psychology is identifying which individuals are at the greatest risk for suicide. Veterans of the US Military are at elevated risk for suicide as compared to the general population. One approach for designating tiers of risk is applying the “Suicide Index Score” to discriminate individuals based upon their reported wish to live (WTL) and wish to die (WTD; Kovacs & Beck, 1977). Brown, Steer, Henriques, and Beck (2005) demonstrated those who indicated a complete WTD and no WTL were at greatest risk to die. The current study expanded on previous research by using this approach with a highly elevated at-risk population of suicidal veterans. Participants for this study included 93 suicidal veterans hospitalized at the Robley Rex Veteran Affairs Medical Center in Louisville, Kentucky. The WTL and WTD items from the Scale for Suicidal Ideation-Current were used to create two quasi-independent groups: WTL/Ambivalent and WTD. The following outcome measures were included as dependent variables: Acquired Capability for Suicide Scale, Interpersonal Needs Questionnaire, Outcome Questionnaire-45.2, Suicide Attempt and Self-Injury Count, Alcohol Use Disorders Identification Test, Drug Abuse Screening Test, and the Stages of Change Questionnaire, as well as the Suicidal Ideation, Posttraumatic Stress Disorder and Insomnia items on the Common Data Elements. T-tests were used to examine patient characteristics for continuous outcomes and chi-square analyses were used for nominal outcomes; however, no group differences were found. T-tests were then used to measure between-group differences on the dependent variables. Individuals classified in the WTD group reported significantly higher levels of thwarted belongingness t(91) = 2.89, p = .00, acquired capability t(91) = 2.64, p = .01, suicidal ideation, t(91) = 3.51, p < .001, and posttraumatic stress t(91) = 2.53, p = .01. Furthermore, a negative binomial regression was used for count outcomes and results revealed that those in the WTD group also reported significantly greater accounts of suicide attempts (incidence rate ratio [IRR] = 2.08; standard error [SE] = 0.63; 95% confidence interval [CI] 1.14-3.77; p = .02) and non-suicidal self-injury (IRR = 3.49; SE = 0.69; 95% CI 2.36-5.16; p < .001).

Diss.--Philosophische Fakultät I--Zürich--Universität, 1990.

Thèse (Ph. D.)--Université Laval, 2008. / Médiagr.: f. 259-268. Webographie: f. 268. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thesis (Ph. D.)--University of California, Santa Cruz, 1994. / Typescript. Includes bibliographical references (leaves 238-254).

Thesis (Ph.D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvii, 270 p.; also includes graphics. Includes bibliographical references (p. 265-270). Available online via OhioLINK's ETD Center

Derek Walcott est né en 1930 à Sainte Lucie, petite île perdue dans l’archipel des Caraïbes. Son œuvre poétique et théâtrale est à la conjonction de deux influences majeures : l’une est héritée du colonialisme britannique, la seconde lui vient de son ascendance africaine.J’ai essayé, dans mon travail, de toujours garder en mémoire cette ambivalence, voire cet écartèlement, que Walcott revendique puisqu’il se définit comme le divided child. L’œuvre de Walcott est multiple. Néanmoins, c’est son rapport au Temps, à l’Histoire et à la création picturale qui m’ont paru essentiels. Dans le premier chapitre de mon étude, j’ai réservé une large part au long poème de Walcott, Another Life, où Walcott se livre à une véritable reconstruction autobiographique. C’est le déchirement du poète qui constitue le nœud central de Another Life : balancement entre hier et aujourd’hui, le dedans et le dehors, l’art et la vie, sur cette terre meurtrie par l’esclavage. Dans la seconde partie, j’ai tenté d’analyser la perception walcottienne de l’Histoire, à travers deux poèmes essentiels, The Schooner Flight et Omeros. Sur le mode de l’épopée, Walcott y raconte la vie des habitants de Sainte Lucie, leurs odyssées intérieures, et leur quête d’Histoire. Il en résulte une vision protéiforme de l’Histoire, proche de celle de Walter Benjamin et en totale opposition avec celle des historiens classiques. La dernière partie est consacrée à l’analyse des liens entre la poésie de Walcott et l’art pictural. L’influence est évidente dans Another Life, Midsummer et Tiepolos’s Hound. J’ai choisi d’étudier Tiepolo’s Hound, non seulement parce que cet hommage à Pissaro, Veronèse et Tiepolo ressemble à une grande fresque, mais aussi pour mettre en exergue la filiation que s’invente Walcott avec le peintre impressionniste. / Derek Walcott was born in 1930 in Saint Lucia, a small island lost in the Caribbean archipelago. His poetry has been deeply influenced by two main strains : one is marked by British colonialism, the other is rooted in his African ascendancy.I have tried to keep in mind this duality, which Walcott is still claiming for since he defines himself as a “divided child”. Walcott’s works are complex and multi-faced. However, I choose to study more particularly his relations to time, history and artistic creation. I have reserved a large part of the first chapter to the analyse of Another Life, which can be compared to the experiment of an autobiographical reconstruction, on Walcott’s behalf. The narrator’s splitting is at he core of the poem. Another Life’s hero is constantly balanced between present and past, home life and outdoor life, art and reality. In the second part of this thesis, I have tried to scrutinize Walcott’s perception of History, through two main poems, The Schooner Flight and Omeros. Walcott adopts the epic pattern to describe every day life in Saint Lucia, giving a new birth to homeric myths. Because of the closeness between past and present, we are given another vision of History, quite similar to Walter Benjamin’s theories, and far from classical issues.The last part is focused on the ties which link Walcott’s poetry to the art of painting. These connections are obvious in such poems as Another Life, Midsummer or Tiepolo’s Hound. I choose to examine Tiepolo’s Hound for two main reasons: on the one hand, the poem could be compared to a large frescoe; on the other hand, it enlightens Walcott’s personnality, because of the fictional parallel introduced beween the poet and the painter.

Studies of attachment in the community suggest that most people have secure attachment styles, but as many as 40% may have an insecure attachment style (Bakermans-Kranenburg & van Ijzendoorn 2009). Frightening parental behaviour has been found to predict disorganised attachment in infants, which in turn is associated with clinical disturbance in adolescence (Van Ijzendoorn, Schuengel & Bakermans-Kranenburg, 1999). Insecure attachment has been found to be disproportionately more common in many psychiatric disorders than the general population: including substance misuse, eating disorders, and Personality Disorder (PD). Transgenerational transmission of attachment has become widely researched over recent years and evidence has shown that a mother's attachment style can predict the attachment style of her infant (Ward, Ramsay, Turnbull, Steele, Steele, & Treasure, 2001). Research has found that a mothers' ability to mentalize about her own early attachment relationships has important implications in her transition to becoming a mother. Motherhood can be challenging for mothers who have good mental health, therefore women with poor mental health may find the transition to motherhood especially stressful. The aim of the current study was to give voice to mothers who have been silenced in many ways, to learn from their struggles and to help services develop more effective ways to reach 'hard to reach' vulnerable mothers. The Adult Attachment Interview (AAI; George, Kaplan, & Main, 1984) was conducted with eight mothers who were attending a Mentalization-Based Treatment (MBT; Bateman & Fonagy, 2004) group designed for mothers who had caused harm to their children and had subsequently had them removed from their care. Thematic Analysis was used to analyse the AAI transcripts and five main themes emerged: 'Love and loss', 'Change and confusion', 'Families and normality', 'Safety and boundaries' and 'Strength and vulnerability'. The findings contribute to the field of maternal mental health research and clinical implications are discussed at an individual, organisational and societal level.

A presente pesquisa propõe conhecer e analisar os sentidos de aprendizagem e as estratégias de governamento da população escolar utilizadas pelo Programa Pacto pela Aprendizagem: todos temos o direito de aprender. O Programa, desenvolvido no munícipio de Novo Hamburgo/RS, foi criado como consequência das dificuldades de aprendizagens apresentadas pelos estudantes e do aumento do número de retenções escolares. Foi pensado sob uma rede de proteção social e sob uma gestão democrática, que articulou uma ação intersetorial entre três Secretarias (Secretarias Municipais de Educação, de Saúde e de Desenvolvimento Social). A pesquisa é desenvolvida através da análise de documentos que descrevem/informam sobre esse Programa e também é pautada em outros textos e normativas de âmbito nacional e internacional, os quais servem de balizas para entender perspectivas que impulsionam a criação de programas voltados para a aprendizagem, tais como o Pacto. A pesquisa articula os Estudos Culturais com os Estudos Foucaultianos. Da caixa de ferramentas foucaultiana, foi utilizada a noção de governamento para operar as análises, além de ter sido útil a essa investigação a compreensão de Bauman sobre nosso tempo focalizada em suas noções e metáforas, a saber: ambivalência, Modernidade Sólida e Modernidade Líquida. Estas metáforas, em articulação com as ferramentas de Foucault, estabeleceram-se como potentes noções para entender os sentidos de aprendizagem e estratégias de governamento direcionadas à população na atualidade. Com a análise desenvolvida, foi possível perceber, nos discursos sobre a educação escolar, um deslocamento de ênfase do ensino para a aprendizagem, conforme o demonstrado por Biesta (2013) e Nogueira-Ramírez (2011). Em vista disso, ainda que o Programa Pacto pela Aprendizagem: todos temos o direito de aprender busque desenvolver suas estratégias resistindo à mercadorização da escola, os sentidos de aprendizagem tornam-se ambivalentes. Pois mesmo que haja essa resistência, existe também a valorização de atributos próprios dessa inteligibilidade contemporânea: aprendizagem permanente, para além dos muros da escola e a diversidade cultural. Tais características fazem com que o Programa busque aquilo que leva alunos a terem dificuldades em aprender em fatores que vão além do ensino institucional, isto é, fatores socioeconômicos ou relacionados à saúde. Classifica-se estas duas condições para a aprendizagem como a gestão do social e a gestão da saúde. Além disso, os documentos do Pacto indicam como estratégia de governamento, algo que denomina-se como a tríade: mobilização, participação e articulação. Através disso, outras ações estratégicas de governamento são assumidas, como a sedução direcionada para a participação, a formação docente continuada e a responsabilização da comunidade escolar pelas aprendizagens ou dificuldade dos estudantes em aprender. / This research aims to understand and analyze the senses of learning and the government strategies of scholar population used by the Program Pact for Learning: we all have the right o learn. More specificlly, the meaning of learning and the strategies of government operated by the Pact for the life of the school population are problematized. Developed in Novo Hamburgo/RS, the Program was create as a result of learning difficulties presented by students and by the increasing number of school failure. It was thought in a network social protection and under a democratic administration, which have articulated na intersectoral action from three Municipal Secretariats (Municipal Secretariats of Education, Health, and Social Development). The research is developed through the analysis of documents that describe/inform about this Program. Besides, this research is also based on other texts: national and international regulations, which serve as beacons to understand perspectives that drive the creation of programs for learning, such as the Pact. This research joins Cultural Studies with Foucault studies. From Foucault’s toolbox, it was used the notion of government to realize the analyzes. Besides, it was very useful for this investigation Bauman’s thought on our current time, which is focused on his notions and metaphors, namely ambivalence, Solid Modernity, and Liquid Modernity. Together Foucault’s tools, these metaphors have established themselves as powerful notions to understand the learning senses and government strategies, which are aimed at the population nowadays. After the analyses developed, in discourses about schooling, it was possibel to notice a shift emphasis from teaching to learning, as it is demonstrated by Biesta (2013) and Nogueira-Ramirez (2011). In this sense, although the Pact Program for Learning: we all have the right to learn seek to develop its strategies resisting the commodification school, the learning senses become ambivalent. Even if there is such resistence, there is also the valuation of own attributes of this contemporary intelligibility: lifelong learning beyond the school walls and cultural diversity. These features make the Program seek what leads students to have difficulty learning on factors that go beyond the institutional education, ie, socioeconomic factors or related to health. These two conditions for learning were classified as management of social and management of health. In addition, the Pact documents indicate as government strategy, which is called as the triad: mobilization, participation, and articulation. Through this, other strategic actions of government are assumed as seduction directed to participation, continued teacher training, and accountability of the school community, both for learning, as the difficulties of the students in learning.

A presente pesquisa propõe conhecer e analisar os sentidos de aprendizagem e as estratégias de governamento da população escolar utilizadas pelo Programa Pacto pela Aprendizagem: todos temos o direito de aprender. O Programa, desenvolvido no munícipio de Novo Hamburgo/RS, foi criado como consequência das dificuldades de aprendizagens apresentadas pelos estudantes e do aumento do número de retenções escolares. Foi pensado sob uma rede de proteção social e sob uma gestão democrática, que articulou uma ação intersetorial entre três Secretarias (Secretarias Municipais de Educação, de Saúde e de Desenvolvimento Social). A pesquisa é desenvolvida através da análise de documentos que descrevem/informam sobre esse Programa e também é pautada em outros textos e normativas de âmbito nacional e internacional, os quais servem de balizas para entender perspectivas que impulsionam a criação de programas voltados para a aprendizagem, tais como o Pacto. A pesquisa articula os Estudos Culturais com os Estudos Foucaultianos. Da caixa de ferramentas foucaultiana, foi utilizada a noção de governamento para operar as análises, além de ter sido útil a essa investigação a compreensão de Bauman sobre nosso tempo focalizada em suas noções e metáforas, a saber: ambivalência, Modernidade Sólida e Modernidade Líquida. Estas metáforas, em articulação com as ferramentas de Foucault, estabeleceram-se como potentes noções para entender os sentidos de aprendizagem e estratégias de governamento direcionadas à população na atualidade. Com a análise desenvolvida, foi possível perceber, nos discursos sobre a educação escolar, um deslocamento de ênfase do ensino para a aprendizagem, conforme o demonstrado por Biesta (2013) e Nogueira-Ramírez (2011). Em vista disso, ainda que o Programa Pacto pela Aprendizagem: todos temos o direito de aprender busque desenvolver suas estratégias resistindo à mercadorização da escola, os sentidos de aprendizagem tornam-se ambivalentes. Pois mesmo que haja essa resistência, existe também a valorização de atributos próprios dessa inteligibilidade contemporânea: aprendizagem permanente, para além dos muros da escola e a diversidade cultural. Tais características fazem com que o Programa busque aquilo que leva alunos a terem dificuldades em aprender em fatores que vão além do ensino institucional, isto é, fatores socioeconômicos ou relacionados à saúde. Classifica-se estas duas condições para a aprendizagem como a gestão do social e a gestão da saúde. Além disso, os documentos do Pacto indicam como estratégia de governamento, algo que denomina-se como a tríade: mobilização, participação e articulação. Através disso, outras ações estratégicas de governamento são assumidas, como a sedução direcionada para a participação, a formação docente continuada e a responsabilização da comunidade escolar pelas aprendizagens ou dificuldade dos estudantes em aprender. / This research aims to understand and analyze the senses of learning and the government strategies of scholar population used by the Program Pact for Learning: we all have the right o learn. More specificlly, the meaning of learning and the strategies of government operated by the Pact for the life of the school population are problematized. Developed in Novo Hamburgo/RS, the Program was create as a result of learning difficulties presented by students and by the increasing number of school failure. It was thought in a network social protection and under a democratic administration, which have articulated na intersectoral action from three Municipal Secretariats (Municipal Secretariats of Education, Health, and Social Development). The research is developed through the analysis of documents that describe/inform about this Program. Besides, this research is also based on other texts: national and international regulations, which serve as beacons to understand perspectives that drive the creation of programs for learning, such as the Pact. This research joins Cultural Studies with Foucault studies. From Foucault’s toolbox, it was used the notion of government to realize the analyzes. Besides, it was very useful for this investigation Bauman’s thought on our current time, which is focused on his notions and metaphors, namely ambivalence, Solid Modernity, and Liquid Modernity. Together Foucault’s tools, these metaphors have established themselves as powerful notions to understand the learning senses and government strategies, which are aimed at the population nowadays. After the analyses developed, in discourses about schooling, it was possibel to notice a shift emphasis from teaching to learning, as it is demonstrated by Biesta (2013) and Nogueira-Ramirez (2011). In this sense, although the Pact Program for Learning: we all have the right to learn seek to develop its strategies resisting the commodification school, the learning senses become ambivalent. Even if there is such resistence, there is also the valuation of own attributes of this contemporary intelligibility: lifelong learning beyond the school walls and cultural diversity. These features make the Program seek what leads students to have difficulty learning on factors that go beyond the institutional education, ie, socioeconomic factors or related to health. These two conditions for learning were classified as management of social and management of health. In addition, the Pact documents indicate as government strategy, which is called as the triad: mobilization, participation, and articulation. Through this, other strategic actions of government are assumed as seduction directed to participation, continued teacher training, and accountability of the school community, both for learning, as the difficulties of the students in learning.