This study takes the form of intervention research in which parental guidelines to enhance emotional intelligence among children in middle childhood are developed from a Gestalt perspective. The researcher makes use of Rothman and Thomas’ (1994) Design and Development model and therefore follows phases of problem analysis and project planning, information gathering and synthesis, design, and early development in order to facilitate the research process. Guidelines deal with needs highlighted by parents (with children in middle childhood) who participated in the empirical enquiry. The researcher draws upon literature relating to emotional intelligence and parenting, Gestalt philosophy, and functional elements of relevant, existing programmes in the pursuit of addressing identified concerns. Phases of evaluation and advanced development, and dissemination are not addressed within the limited scope of this project. The possibility of exploring these final two phases of the design and development model therefore provides opportunity for future work. / Play Therapy / Thesis (M. Diac. (Play Therapy))

The study contributed to preschool education by highlighting the attitudes and perceptions of parents and preschool teachers and practitioners concerning preschool education in general, and the teaching of thinking skills in particular. Furthermore, information with regard to developing guidelines for a preschool learning programme to assist unqualified and underqualified preschool practitioners in predominantly rural areas was generated. The literature study revealed that all areas of development, that is, cognitive, physical, social, moral and emotional are interrelated. Therefore, development in cognition is influenced by, and influences the other areas. Cognitive development in particular, is most rapid during the preschool years and should be stimulated at this stage. A qualitative study was undertaken to determine the attitudes and perceptions of preschool teachers/practitioners and parents with regard to preschool education in general, and the teaching of thinking skills to enhance cognitive development in particular. Four preschools in Region 3 of the Northern Province were observed to investigate the teaching of thinking skills and also the learning programmes used in these institutions. The findings from the literature and research studies led to the following conclusions: * Parents are uninformed concerning their role in stimulating the cognitive development of their children. * Preschool education is regarded as being very important for children. * There are no prescribed learning programmes or explicitly stated guidelines underlying preschool education. * Thinking skills are taught to a greater or lesser extent in preschools, although the intentional mediation is missing. *The training of preschool practitioners is a neglected area. In view of the conclusions, the following recommendations were made: * Underqualified and unqualified preschool practitioners should receive training. * Partnership between parents and preschool practitioners should be encouraged to ensure continuity between the home and the preschool. * Parents' support programmes should be developed to empower them as their children's most significant mediators. * Thinking skills should be infused in preschool learning programmes and activities. * Remote, rural areas should be supported by the goverment and NGOs with the provision of preschool education. * Prescribed guidelines and learning programmes should be developed to assist unqualified and underqualified practitioners in rural and disadvantaged areas in the Northern Province. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / Die doel van die ondersoek was om insig in die leefwereld van die leergestremde adolessent te bekom, ten einde probleemareas wat doeltreffende aanpassing in die leefwereld verhinder, bloot te le. In die probleemontleding het die volgende aspekte na vore getree: Daar is 'n groeiende bewuswording onder navorsers dat die sosiaalemosionele probleme wat die leergestremde adolessent ervaar, duideliker aangespreek moet word. Die noodsaaklikheid om die leergestremde adolessent vir volwassenheid voor te berei, word toenemend besef. In die literatuurstudie is die tydperk van adolessensie, leergestremdheid as fenomeen, en die leefwereld van die leergestremde adolessent onderskeidelik bespreek. Enkele gevolgtrekkinge word aangestip: Adolessensie word gekenmerk deur fisiese, kognitiewe, affektiewe, sosiale en morele ontwikkeling. Hierdie veranderinge hou implikasies in vir die adolessent se uitvoer van ontwikkelingstake, die ontplooiing van die selfkonsep en die groei na onafhanklikheid. Die fenomeen leergestremdheid openbaar 'n komplekse aard wat 'n persoon in sy totaliteit raak. Die manifestasies van leergestremdheid betrek die akademiese vordering sowel as die sosiaal-emosionele ontwikkeling van die individu. Die leergestremde adolessent se aanpassing in sy leefwereld word nadelig beinvloed deur sosiale vaardigheidstekorte, interpersoonlike verhoudingsprobleme, 'n gebrekkige selfkonsep, emosionele probleme, die gebruik van verdedigingsmeganismes en 'n verminderde strewe na onafhanklikheid. In die empiriese ondersoek is inligting oor die leergestremde adolessent se interpersoonlike verhoudinge, selfkonsep en emosionaliteit bekom. In die interpretasie van die data is veranderlikes waar die leergestremde ado l essente swakker aanpassing as die normal e populasie getoon het, eerstens geidentifiseer. Verskille wat by die leergestremde adolessente ten opsigte van geslag en ouderdomsgroep voorgekom het, is vervolgens uitgelig. Ten slotte is 'n faktorontleding uitgevoer ten einde 'n gemeenskaplikheid tussen die onderskeie veranderlikes te bepaal. Op grond van die bevindinge uit die literatuur en die empiriese studie, is riglyne vir hulpverlening geformuleer. Die navorsingsbevindinge is veral van belang vir onderwysers, ouers en ander opvoeders wat met die leergestremde adolessent gemoeid is. / The purpose of the study was to gain insight into the life-world of the learning disabled adolescent in order to reveal problems which prevent effective adjustment in the life-world. In the analysis of the problem the following aspects were prominent: It is recognised that the social-emotional problems experienced by the learning disabled adolescent should be addressed in greater depth. The need to prepare the learning disabled adolescent for adulthood is realised. In the literature study the period of adolescence, learning disabilities as a phenomenon, and the life-world of the learning disabled adolescent were discussed. The following conclusions can be mentioned: Adolescence is characterised by physical, cognitive, emotional, social and moral development. These changes have implications for the adolescent's accomplishment of developmental tasks, the development of the self-concept and the grow towards independence. Learning disabilities as a phenomenon reveals a complex nature that affects the total person. The manifestations of learning disabilities involve the academic progress and the social-emotional development of the individual. The adjustment of the learning disabled adolescent in his lifeworld is adversely affected by deficits in social skills, problematic interpersonal relationships, an inadequate self-concept, emotional problems, the use of defence mechanisms and an insufficient strive towards independence. In the empirical investigation information was obtained about the learning disabled adolescent's interpersonal relationships, self-concept and emotionality. In the interpretation of the data variables were identified where the learning disabled adolescents showed poorer adjustment than the normal population. Differences between learning disabled adolescents with regard to age and sex were highlighted next. Finally, a factor analysis was carried out to determine whether a communality exists among the respective variables. On the basis of the findings of the literature and the empirical study, guidelines for the rendering of aid were formulated. The research findings are especially important to teachers, parents and other educators involved with the learning disabled adolescent. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

This study takes the form of intervention research in which parental guidelines to enhance emotional intelligence among children in middle childhood are developed from a Gestalt perspective. The researcher makes use of Rothman and Thomas’ (1994) Design and Development model and therefore follows phases of problem analysis and project planning, information gathering and synthesis, design, and early development in order to facilitate the research process. Guidelines deal with needs highlighted by parents (with children in middle childhood) who participated in the empirical enquiry. The researcher draws upon literature relating to emotional intelligence and parenting, Gestalt philosophy, and functional elements of relevant, existing programmes in the pursuit of addressing identified concerns. Phases of evaluation and advanced development, and dissemination are not addressed within the limited scope of this project. The possibility of exploring these final two phases of the design and development model therefore provides opportunity for future work. / Play Therapy / Thesis (M. Diac. (Play Therapy))

Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that learning should capitalize on children’s natural interests rather than adult-determined agendas. Based on theoretical assumptions regarding potential effectiveness of child-centered group play therapy (CCGPT) as a treatment modality, I sought to explore the effects of CCGPT on social-emotional assets of kindergarten children utilizing parent and teacher reports across pretest, posttest, and one-month follow-up. Additionally, given that group sizes have been inconsistent and rarely explored across previous studies, I investigated the therapeutic aspect of group sizes in CCGPT outcome by comparing 2-member and 3-member CCGPT groups. Forty-three participants with mean age of 5.14 were recruited from three elementary schools, including 19 Hispanic, 14 Caucasian, and 10 African American. Twenty-one participants were randomly assigned to the intervention group receiving a mean of 15.32 CCGPT sessions over 8 weeks, and 22 participants were assigned to the waitlist control group. Six mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significance and η2 calculation to assess practical significance. Results indicated a statistically significant interaction effect on SEARS-P Total score, F (2, 72) = 4.533, p = .014, with medium effect size of η2 = .101. Post Hoc analyses indicated a non-statistically significant interaction effect on SEARS-P Self-Regulation/Responsibility subscale with a small effect, F (1.868, 67.248) = 1.776, p = .179, η2 = .043; a statistically significant interaction effect on SEARS-P Social Competence subscale with a medium effect, F (1.696, 61.049) = 3.413, p < .05, η2 = .079; and a statistically significant interaction effect on SEARS-P Empathy subscale with a medium effect, F (1.439, 51.79) = 4.592, p < .05, η2 = .106. Thus, participants in the CCGPT group showed a non-significant increase in the ability to self-regulate emotions and to take responsibility for actions and a significant increase in competence to interact socially with others and in empathy for others. Teacher reports did not show statistically significant results with a small effect, F (2, 70) = .917, p = .404, η2 = .013. Results on group sizes indicated that no statistical differences were detected between two-member and three-member groups with no effect, F (1.493, 25.377) = .039, p = .942, η2 = .001. Moreover, the results on follow-up supported that a certain level of the effects of CCGPT lasted one month after the intervention. Overall, children seemed to benefit from CCGPT, and CCGPT may be considered a viable treatment for enhancing kindergarten children’s social-emotional development.

In recent decades, the practice of mindfulness has spread from its initial Eastern philosophical and spiritual roots and has been adapted in various Western contexts of service provision in attempts to improve the physical and psychological well-being of individuals with a diverse range of conditions. Secularized versions of mindfulness are currently being utilized in elementary schools. Given the rising presence of mindfulness practices in elementary schools, it is important to learn about educators’ experiences, perceptions, and beliefs regarding these practices. This study investigates how mindfulness practice is being conceptualized and taught in public elementary school settings with children. Qualitative semi-structured interviews were conducted with 6 educators in 3 public elementary schools within the same catchment area. A thematic data analysis approach was utilized to derive central themes from the interviews. The findings contribute to qualitative understandings surrounding the benefits and limitations of current practices. As well, approaches and strategies are proposed that could inform a more comprehensive practice of mindfulness and more consistent implementation in these settings. / Graduate

Uma criança, para um desenvolvimento emocional saudável, necessita de um ambiente acolhedor, que possa atender a suas necessidades básicas, sem provocar invasões nesse processo, ambiente este denominado por Winnicott de suficientemente bom. Pode-se refletir que uma criança que sofreu maus-tratos experienciou momentos de invasão no seu processo de integração que poderiam prejudicar seu desenvolvimento posterior e que seria de grande importância uma psicoterapia como possibilidade de elaboração de suas vivências e sustentação de seu crescimento. Partindo deste pressuposto, o presente trabalho objetivou realizar um diálogo entre teoria e prática, prática esta advinda de um processo psicoterapêutico de uma criança que sofreu abuso físico por parte de sua mãe, retirada de seu lar e abrigada em uma instituição, baseando-se em uma perspectiva winnicottiana do desenvolvimento emocional. As sessões eram realizadas na própria instituição onde a criança se encontrava abrigada, tendo sido realizadas 106 sessões de ludoterapia de orientação psicanalítica, com freqüência semanal de três vezes por semana, no período de Novembro de 2001 a Fevereiro de 2003. Pôde-se perceber que, através da ludoterapia, a criança pôde desenvolver-se emocionalmente, elaborando vivências traumáticas e experienciando um ambiente não intrusivo e acolhedor, podendo trabalhar aspectos relativos a sua identidade, casa e família. O atendimento continua até o presente momento, através da inserção de uma nova psicoterapeuta. / A child, for a healthy emotional development, needs a welcoming environment, named by Winnicott as a good enough environment, which can take care of the child’s basic necessities without invading him in his process. It can be though that a maltreated child has experienced moments of invasion in his integration process that could prejudice his ulterior development and a psychotherapy would have a great importance as a possibility of traumatic experience’s elaboration and of a holding for his growth. Taking this view in to consideration, the present work has aimed a dialogue between theory and practical work based in a Winnicott’s perspective of the emotional development. The practical work comes from a psychotherapeutic process of a child who has suffered physical abuse perpetrated by his mother and was living in an institution for maltreated children. The total of 106 sessions occurred in the institution where the child used to live, in a frequency of three sessions per week, from November of 2001 to February of 2003. It was possible to notice that, through the play therapy, the child could develop himself emotionally, elaborate traumatic experiences and experiment a supporting and non-intrusive environment. It was possible to work psychological aspects related to his identity, home and family. The play therapy continues until the present moment through the insertion of a new therapist.

A família e o trabalho sempre foram considerados eixos estruturantes para a construção da vida, embora seja consenso que estes domínios venham sofrendo transformações em seus paradigmas, o que tem repercutido nas trajetórias de carreira dos indivíduos. Por se considerar que os pais mantêm significativa importância nos processos de construção da carreira de seus filhos, duas investigações foram desenvolvidas. No Estudo 1, realizou-se uma intervenção com pais de adolescentes em fase de escolha profissional - o Grupo de Orientação de Pais - quando se investigou como os pais se posicionavam frente aos processos das primeiras escolhas de carreira de seus filhos. Os resultados do Estudo 1 culminaram com a proposta de realizar uma investigação de acompanhamento desses pais. Assim, o Estudo 2, apresentado nesta tese de doutorado, objetivou analisar como uma amostra desses participantes vivenciavam a construção das trajetórias de carreira dos filhos, após quatro anos do Grupo de Orientação de Pais. Para isto, realizou-se uma entrevista semiestruturada com os participantes que aceitaram colaborar novamente. Na fase do tratamento dos dados, temas narrativos foram delineados por meio da síntese de categorias temáticas construídas a partir das narrativas dos pais participantes, segundo a proposta de análise qualitativa de Minayo. Para a análise dos dados, dialogou-se com concepções de Winnicott e, da área da Orientação Profissional e de Carreira, com contribuições de Bohoslavsky e Savickas, a fim de se compreender como os pais atuavam junto a seus filhos na construção de suas trajetórias de carreira, favorecendo o desenvolvimento emocional. Após quatro anos do grupo de pais, os resultados apontaram que as experiências emocionais dos pais em suas trajetórias (inclusive com a família de origem) influenciavam suas atuações junto aos seus filhos. Considerando que as relações de influência ocorrem reciprocamente, as experiências dos filhos, na medida em que se desenvolviam emocionalmente e ampliavam seus contextos sociais, também repercutiam sobre as trajetórias dos pais, produzindo novos significados nesta relação. Entretanto, evidenciaram-se diferenças na construção das trajetórias de carreira entre os filhos dos participantes, assim como nas possibilidades de apoio material e emocional dos pais, sobretudo, em função de suas realidades psicossociais, econômicas e trajetórias educacionais-profissionais. Observaram-se ainda diferenças no modo como vivenciavam a progressiva independência emocional dos filhos que conduz à vida adulta. Em termos longitudinais, passados quatro anos, a experiência do Grupo de Orientação de Pais mostrou-se presente para os participantes, identificando-se sinais de que repercutiu positivamente em suas vidas no período circunscrito, segundo as peculiaridades de suas vivências. Isso se evidenciou ao fazerem referências a questionamentos ou mudanças que promoveram em suas próprias trajetórias de carreira e/ou às revisões em suas atuações junto aos filhos, no que se refere à construção das trajetórias destes e ao favorecimento do desenvolvimento. Considera-se que os achados contribuem com subsídios para o aprimoramento de programas de intervenção com pais, como também para a estruturação de novas pesquisas e intervenções que considerem a importância da construção da carreira ao longo da vida. / Although family and work have been considered essential to build ones life, it is agreed that these contexts have changed as in respect to their paradigms, which, as a result, has impacted the individuals career trajectory. As parents are believed to be significantly important in the career construction processes their children eventually go through, two investigations were carried out. In Study 1, an intervention was conducted with parents of adolescents who were choosing their careers Parent Counseling Group where it was possible to study how parents would behave while facing the processes that refer to their childrens first choices regarding their careers. The findings from Study 1 culminated in a proposal to offer follow-up counseling investigation to these parents. Therefore, Study 2, presented on this PhD thesis, had the objective of analyzing how a sample of the participants experienced the construction of their childrens career trajectories, four years after they had taken part in the Parent Counseling Group. In order to achieve that, a semi-structured interview was carried out with the participants who accepted to take part in this second study. When treating data, narrative themes were designed by means of synthesizing theme categories which were built from the parents narratives, according to Minayos proposal of qualitative analysis. In order to analyze data, Winnicotts conceptions were kept in mind and, when concerning Professional and Career Counseling, Bohoslavskys and Savickass contributions were taken into account, aimed at understanding parents role in the construction of their childrens career trajectories, favoring emotional development. Four years after the Parent Counseling Group, the results showed that the parents emotional experiences (including experiences they had had in the families they were born to) influenced the way they performed in relation to their children. Considering that the influential relationships were reciprocal, the adolescents experiences as they developed emotionally and broadened their social contexts would also impact their parents trajectories, bringing new meanings into this relationship. Nevertheless, some differences could be evidenced in regard to the construction of career trajectories amongst the participants children and also in regard to the possibilities of material and emotional support provided by parents, being the latter especially related to different psychosocial and economic realities and professional-educational trajectories. Other differences could be observed when it came to the way parents experienced their childrens progressive emotional independence, which leads adolescents into adulthood. In longitudinal terms, four years later, the experience with the Parent Counseling Group proved to be present for the participants, showing clear signs that it had positively impacted their lives during the mentioned period of time according to the peculiarities of each individuals existence. Such observation could be evidenced when they referred to questionings or changes they had made to their own career trajectories and/or when they looked back on their performances as parents concerning their childrens trajectory construction and the favoring of their development. These findings bring subsidies that shall improve intervention programs for parents and structure new research and interventions that consider the importance of career construction throughout ones life.

A experiência vincular, entre o cuidador primário (mãe) e o bebê, no início da vida pós-natal, constitui o contexto da neurogênese, de acordo com os estudos realizados pela Neurociência do Desenvolvimento; e o fundamento do desenvolvimento emocional segundo a teoria do psicanalista Donald W. Winnicott. O objetivo desta pesquisa é aproximar as construções teóricas de autores que estudam diferentes aspectos de uma mesma realidade: as implicações da experiência vincular entre o bebê e o cuidador primário (mãe), que acontecem nas etapas iniciais do desenvolvimento humano, no processo de inter-relação psique-soma considerada a base do desenvolvimento emocional do ser humano. Essas construções pertencem a uma linha de pesquisa em neurociência do desenvolvimento e outra em psicanálise, representada pela teoria de Donald W. Winnicott, sobre os primórdios do desenvolvimento. Considerando-se que o presente trabalho é um estudo teórico-reflexivo, foi realizada uma pesquisa bibliográfica. As conclusões têm o objetivo de fundamentar um conhecimento que possa ampliar a compreensão dos fatores que interferem no desenvolvimento do ser humano, no início da vida pós-natal, que podem ser responsáveis pelo aparecimento de psicopatologias em etapas futuras do ciclo vital. Enfatizam a necessidade do desenvolvimento de estratégias de intervenção precoce na relação mãe-bebê, em programas de assistência à infância, reforçando a importância da psicologia preventiva na proteção do desenvolvimento humano. / The bonding experience between the primary carer (Mother) and the baby, at the start of the post-natal life, forms the context of neurogenesis, according to studies carried out by Developmental Neuroscience; and is also the basis of emotional development, according to the theory of psychoanalyst Donald W. Winnicott. The objective of this study is to investigate the technical constructions of authors who study different aspects of the same reality: the implications of the bonding experience between the baby and the primary carer (mother), which take place in the initial stages of human development, in the process of the interrelation between psyche and soma, which is considered to be the basis for the emotional development the human being. These constructions belong to a line of research in developmental neuroscience, and another in psychoanalysis, represented by the theory of Donald W. Winnicott on the beginnings of development. Considering that this work is a theoretical-reflective study, a bibliographic review was carried out. The conclusions seek to support a knowledge that can further understanding of the factors which influence human development, at the start of the post-natal life, and which may be responsible for the appearance of psychopathologies in future stages of the vital cycle. They also emphasize the need for the development of strategies of early intervention in the relationship between mother and baby, in infant care programs, reinforcing the importance of preventative psychology in the protection of human development.

Este estudo tem como objetivo investigar o desenvolvimento psíquico de gêmeos abrigados no decorrer do primeiro ano de vida. Foram separados ao nascer, tendo como histórico inicial de vida, para um, a ausência do contato materno logo após o nascimento, tendo permanecido hospitalizado até os oito meses de vida e seguido para o abrigamento; e para o outro, a descontinuidade do contato materno e familiar aos dez meses de vida, seguido pelo abrigamento. No desenvolvimento deste estudo, os gêmeos estavam com cinco anos de idade, ainda abrigados, na mesma instituição e próximos da adoção. Trata-se de uma pesquisa qualitativa, do tipo estudo de caso, embasada pelo método psicanalítico, à luz dos pensamentos de D. W. Winnicott. Por meio do diagnóstico psicológico do tipo compreensivo e interventivo, com o emprego das técnicas projetivas hora de jogo e procedimento de desenhos-estórias, buscou-se a compreensão da vida intrapsíquica dos gêmeos. Instrumentos auxiliares como o estudo documental do histórico familiar, como também entrevistas realizadas no abrigo, colaboraram para o alcance de uma visão totalizadora dos casos. A partir da análise dos dados, observaram-se marcantes divergências do funcionamento psíquico dos gêmeos: aquele institucionalizado desde o nascimento apresenta maior interação ambiental e facilita o emprego de intervenções, diante de angústias depressivas emergentes, mostra comportamentos regressivos; o outro separado do lar aos dez meses, diante de angústias despertadas, utiliza-se de mecanismos defensivos de negação e evitação, cujas intervenções, por muitas vezes, são evitadas de modo a afastar a quebra do sistema defensivo operante. Quanto ao sistema defensivo, o primeiro apresenta comportamentos regressivos e fragilidade frente ao ambiente, além de dissociações entre movimentos regressivos e evoluídos; o segundo, mostra comportamentos agressivos e oposicionistas frente a limites e regras, como recursos para domínio e controle ambiental e agressões e violência nas relações, desencadeando dificuldades de interação com o ambiente, permanecendo isolado. Além dos aspectos clínicos observados, é possível conjeturar sobre a influência de aspectos psicopatológicos institucionais, especialmente quanto à clivagem dos gêmeos. Esta pesquisa também permitiu vislumbrar que prejuízos ao desenvolvimento também se desencadeiam de lares vitimizadores e não só de contextos institucionais; e que o processo de adoção deve ser mais bem estruturado, a fim de minimizar estados ansiógenos decorrentes, que observamos nos gêmeos, bem como a devolução da criança ao abrigo após sua adoção, como ocorreu com o segundo gêmeo. Dessa forma, concluiu-se que as crianças, mesmo em situação de abrigamento, apresentam aspectos saudáveis propulsores para a saúde e podem aproveitar experiências boas do ambiente, além de apresentarem capacidade para amar e estabelecer relações afetivas; por isso o contexto institucional merece assistência, principalmente psicológica, a fim de favorecer o ambiente e o desenvolvimento das crianças abrigadas. / This essay is aimed at investigating the psychic development of twins institutionalized since before one year of age. Parted at birth, one child is sent to a hospital where it stays for eight months before is sent to an institution. The child undergoes the absence of the early motherly contact. As for the other child, there is the early motherly contact and from the family, however, discontinued. At ten months of age, the child is then sent to the institution. The study is set up when the twins are five years old, and are still inmates at the same institution, and are on the verge of being adopted. This research is qualitative - a case study – grounded on the psychoanalytic method - according to D.W. Winnicott’s lights. By using comprehensive and intervening psychological diagnosis, as well as projective techniques such as Hour Game and the Drawing-stories procedure, it aims at understanding the intra-psychic life of the twins. Additional tools such as the documented study of the family history, along with the interviews carried out at the shelter, contribute to a thorough view of the cases. As data analysis is performed, expressive differences in the functioning psychic of the twins come to light: on the one hand, the child sent to the institution only just after birth shows more interaction with the environment, when confronted with emerging depressive anguish shows regressive behaviour. Also, the child makes it easy for the implementation of interventions. On the other hand, the child parted from its home at ten months of age reacts otherwise. This, when confronted by desperate anguish, utilises defence mechanisms such as negation and avoidance, whose interventions are, in most cases, avoided in order to maintain the ongoing defensive system. When it comes down to the defence system, of the two twins, the first shows regressive behaviour and fragility –as it faces the environment and dissociation in regressive and evolved movements. The second twin shows aggressive behaviour and opposition to limits and regulations as means of controlling the environment followed by aggression and violence in the relationships leading into difficulty in interacting and isolation from the environment. In addition to the clinical aspects, the influence of the psychopathological institutional aspects might also be pondered, such as the split-off the twins. The research, too, permits visualising what damages to the development come from oppressive homes and not only from institutional contexts, and that the adopting process should be thought over, and restructured in order to soothe the state of anxiety, as is observed in the twins during adoption, or the sending back to shelter of the second child, after its adoption. Thus, we conclude that even children under shelter can show healthy aspects, in that the children will benefit from the good experiences of the environment, and be able to love and hold affective relations. For this reason, the institutional context should be given assistance, principally psychological assistance, and then offers the children under shelter an appropriate environment which favours their development.