Diante da explicação freudiana para o fenômeno da compulsão à repetição através da tese da pulsão de morte concebida enquanto retorno ao estado inorgânico, formula-se a seguinte questão: seria possível, por um lado, recusar a explicação freudiana pautada em seu biologismo mítico e, por outro lado, aceitar a tese de que a pulsão de morte seja uma força de desligamento? Para responder a essa pergunta encontramos um vasto material na obra publicada por André Green ao longo de sua carreira de mais de quarenta anos sob a rubrica trabalho da pulsão de morte, mais tarde, substituída por trabalho do negativo. Este texto tem como objetivo sistematizar a leitura e os aportes de Green à teoria das pulsões freudiana, sobretudo em relação ao segundo dualismo pulsional. Ele se divide em duas partes. Na primeira, destaca-se a análise de Green sobre as relações entre a pulsão de morte e a teoria do narcisismo na obra freudiana; na segunda, sua crítica em relação ao solipsismo freudiano e a necessidade de sua superação através das teorizações contemporâneas em torno às noções de objeto e de espaço potencial. Estas são complementadas por uma teoria da temporalidade do psiquismo. O trabalho defende a tese de que Green aceita o conceito freudiano de pulsão de morte enquanto força de desligamento, mas recusa o biologismo mítico subjacente à ideia do retorno ao estado inorgânico. Além disso, se Green concorda com a explicação freudiana para a pulsão de morte enquanto força de desligamento expressada no narcisismo negativo , ele se recusa a conceber que o processo de desligamento possa se instaurar de maneira espontânea ou automática. Para ele, este processo deve ser pensado mediante a articulação do funcionamento pulsional e da reposta do objeto que, neste caso, falha no estabelecimento do princípio do prazer; em outras palavras, o fracasso na instalação da espera institui a compulsão à des-fazer e des-ligar. De tal modo, a compulsão à repetição mortífera, ao contrário de repetir o desejo inconsciente e, portanto, estar referida à intemporalidade do inconsciente e à lógica da esperança é, na verdade, um anti-tempo. Nesse sentido, presente, passado e futuro ficam reduzidos ao instante da descarga completa de toda tensão, impossibilitando qualquer projeto. Dado o anterior, resulta que as teorizações de Green em relação ao trabalho do negativo, ainda que avessas à tese freudiana do retorno ao estado inorgânico, aceitam, não obstante, a tese da pulsão de morte enquanto processo de desligamento desde que esta seja pensada através da articulação das dimensões intrapsíquica e intersubjetiva. Isso implica pensar na resposta do objeto e fazê-lo responsável pelo malogro na instalação da heterocronia no psiquismo. 8 Conclui-se que a obra de Green oferece uma alternativa original ao biologismo mítico para a explicação da pulsão de morte / Given the Freudian explanation for the phenomenon of compulsion to repeat based on the death drives thesis, conceived as a return to the inorganic state, one formulates the following question: would it be possible, on the one hand, to refuse the Freudian explanation guided by its mythical biologism, and on the other hand accept the thesis that the death drive is a disengagement force? To answer this question we find a vast amount of material on the work published by André Green throughout his career of more than forty years under the title \"work of the death drive\", later renamed \"work of the negative\". This thesis aims to systematize Greens reading and contributions to the Freudian drive theory, especially regarding the second drive dualism. It is divided into two parts. The first one is Green\'s analysis of the relationship between death drive and theory of narcissism on Freud\'s work; the second one is about his criticism of Freud\'s solipsism and the need to its overcome through contemporary theories around the notions of object and potential space. These will be complemented by a theory of the temporality of the psyche. The present work supports the thesis that Green accepts the Freudian concept of death drive as a disengagement force, but refuses the mythical biologism subjacent to the return to the inorganic states idea. Furthermore, if Green agrees with the Freudian explanation of the death drive as a disengagement force expressed in the negative narcissism he will refuse to conceive that the disengagement process will be established spontaneously or automatically. To him, this process should be thought through the articulation of instintual functioning and the objects response that in this case fails in establishing the principle of pleasure; in other words, the failure of the waiting installation establishes the compulsion to disengage and to disconnect. Insomuch, the deadly compulsion to repeat, instead of repeating the unconscious desire and therefore be referred to the intemporality of the unconscious and to the logic of hope is actually an anti-time. In this sense, present, past and future are reduced to the instant of total discharge of all tension, precluding any project. Given the above it follows that Greens theorization regarding the work of the negative, though averse to the Freudian thesis of the return to the inorganic state, accept however the thesis of death drive as a shutdown process provided that this is thought through the articulation of the intrapsychic and intersubjective dimensions. This implies thinking of the objects response and make it responsible for the failure in the installation of heterochrony in the psyche. It concludes that the work of Green offers an original alternative to the mythical biologism regarding the explanation of the death drive

Summaries in Afrikaans and English / The goal of this study is to understand the phenomenon of self mutilation by adolescents, with whom there is no developmental or mental barrier, from an educational-psychological perspective. A literature study was undertaken to investigate the nature, classification, causes and treatment of self mutilation, as well as the Educational Psychological Relations Theory. The self mutilation of adolescents was placed within the Educational Psychological Relations Theory framework. The research results showed that selfmutilation, with adolescents with whom there is no developmental or mental barrier, is a symptom of disharmonic intra- and interpsychic processes, as it is understood within the Educational Psychological Relations Theory. Self mutilation is used as a coping mechanism to regulate unpleasant emotional experiences. The empirical study also showed that an impoverished educational climate contributes to the development of self mutilation by adolescents. / Die doel van hierdie studie is om die verskynsel van selfmutilering by adolessente, by wie daar nie ontwikkelings- of geestesgestremdheid aanwesig is nie, vanuit 'n opvoedkundig-sielkundige perspektief te verstaan. Aan die hand van die literatuurstudie is die aard, klassifisering, oorsake en behandeling van selfmutilering, asook die Opvoedkundig-Sielkundige Relasieteorie verken. Die Opvoedkundig-Sielkundige Relasieteorie is as raamwerk gebruik waarbinne die verskynsel van selfmutilering by adolessente ondersoek is. Die navorsingsresultate het aan die lig gebring dat selfmutilering, by adolessente by wie daar nie geestes- of ontwikkelingsgestremdheid teenwoordig is nie, 'n simptoom is van disharmoniese intra- en interpsigiese gebeure soos dit verstaan word binne die Opvoedkundig-Sielkundige Relasieteorie. Selfmutilering word gebruik as 'n verdedigingsmeganisme waarmee onaangename belewinge gereguleer word. Die empiriese studie het ook getoon dat 'n onbevredigende opvoedingsklimaat 'n groot bydrae lewer tot die ontwikkeling van selfmutilering by adolessente. / Educational Studies / M. Ed. (with specialiation in Guidance and Counseling)

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)

The purpose of this study was to explore the impact of the latchkey situation on children's relationships. A literature study on the concept `latchkey' children was conducted and it was established that there are only a few studies conducted on the phenomenon. However, most of the literature consulted established that self-care has a negative and positive impact on children's relationships with the self, their parents, siblings, peers and educators. To confirm the findings from the literature study an empirical study was conducted by means of collecting data from three `latchkey' children, three educators and four parents. The empirical research confirmed the findings of the literature study that a latchkey situation has indeed a negative impact on children's relationships with the self and others. The empirical study did, however, not confirm the positive impact of a latchkey situation on children's relationships with the self, parents, siblings, peers and educators. / Educational Studies / M. Ed (Guidance and Counselling)

The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)

Cette recherche est le résultat d’une longue expérience des groupes – notamment d’enseignants en formation – et des interrogations que cette expérience et ce public ont fait naître dans les phénomènes transférentiels et contre-transférentiels observables dans ce travail groupal. A partir d’une expérience d’analyse de pratique dans le cadre de formations continues d’enseignants en souffrance professionnelle, ce travail de thèse vise à montrer comment les mouvements psychiques qui habitent ces situations groupales, à la fois indiquent des motions qui appartiennent à toute mise en groupe, et des mouvements ravivés par les situations d’enseignement, dont la classe, prototype essentiel de la fonction, lieu d’exercice de base de la profession enseignante. Il s’agit d’explorer comment ces mouvements se construisent d’abord sur une « corporéité de groupe » proche des formes primaires de symbolisation, sur des alliances autour de mouvements paranoïdes : menaces qui peuvent naître d’idées persécutives, liées aux rapports hiérarchiques, institutionnels et sociaux, mettant aussi en jeu la fonction sociale de l’Ecole. Ces formes de pactes et d’alliances inconscientes évoluent dans le groupe de travail vers une « autorisation collective » à un mouvement dépressif d’où émergent des affects de honte. Le partage de ces affects et leur mise en représentation langagière permettraient leur élaboration groupale d’abord avant d’être introjectées par les individus eux-mêmes. Ces mécanismes sont liés à l’installation d’un transfert de base groupal et d’un contre-transfert dont la « diffraction » semble un phénomène nécessaire à la mise en lien des niveaux intrapsychique, interpsychique et trans-psychique, soit la mise en place de la groupalité comme transitionnalité possible entre les groupes internes et le groupe réel, et enfin de refaire lien avec l’institution et le tissu social. Cette évolution groupale, relativement stable à travers les groupes présentés ici, permet la mise en place d’une évaluation centrée sur ces mouvements psychiques produits par le groupe et son effet sur la « transformation » d’une groupalité psychique individuelle. / This research is the outcome of a long experience of groups- in particular of student teachers- and the questioning emerged from this experience and this public in the transferential phenomena and counter transferential, observable in this groupal work.From an experiment of practical analysis, as part of teachers' continuous training, professionally suffering, this thesis work targets to show how the psychic motions taking part in these groupal situations, show both motions which belong to the group's implementation, and motions strengthened by the teaching situations, whose class, essential pattern of mission and basic place of the teaching function.The question is to explore how these motions first build up on an " existence of the group" close to the primary forms of symbolization, based on alliances of paranoide movements : threats which may appear from persecutive ideas, linked to hierarchical, institutional and social report, facing-off the social function of the school.This forms of unconscious pacts and alliances evolve in the group work towards a "collective permission", to the depressive motion, from which affects of shame emerge.The sharing of these affects and the setting of their language representation would allow first their groupal elaboration before being incorporated by the people themselves.These mecanisms are due to the installation of a transfer of groupal basis and of a counter transfer whose diffraction seems a necessary phenomenon for the linking of intra-psychic, inter-psychic and trans-psychic levels, which means the establishment of teamwork as a possible transitionality between the internal groups and the real group, and at last to make links with the institution and the social fabric.This groupal evolution, relatively stable through the groups presented here, permits the setting up of an evaluation centered on this psychic motions producted by the group and its effect on the "transformation" of an individual psychic groupality.

The purpose of this study was to explore the impact of the latchkey situation on children's relationships. A literature study on the concept `latchkey' children was conducted and it was established that there are only a few studies conducted on the phenomenon. However, most of the literature consulted established that self-care has a negative and positive impact on children's relationships with the self, their parents, siblings, peers and educators. To confirm the findings from the literature study an empirical study was conducted by means of collecting data from three `latchkey' children, three educators and four parents. The empirical research confirmed the findings of the literature study that a latchkey situation has indeed a negative impact on children's relationships with the self and others. The empirical study did, however, not confirm the positive impact of a latchkey situation on children's relationships with the self, parents, siblings, peers and educators. / Educational Studies / M. Ed (Guidance and Counselling)

The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)

Cette étude constitue un suivi longitudinal prospectif d’une cohorte de dyades de mères présentant un trouble de personnalité borderline avec leur enfant, dans une approche comparative avec unepopulation contrôle de dyades avec des mères sans trouble psychique. Elle a pour but d’éclairer le fonctionnement intrapsychique des mères et des bébés par l’étude des interactions précoces entre les mères borderline et leur bébé de trois mois. La grossesse représente une véritable crise identitaire et narcissique nécessitant un réaménagement des imagos maternels. Celui-ci ébranle l’identité de ces mères borderline déjà fragilisée par un narcissisme défaillant. Le bébé impose une relation de dépendance de laquelle la mère ne peut s’extraire. Les interactions précoces entre ces mères et leur bébé sont décrites comme étant teintées par l’intrusivité et la répétitivité, et reflètent leur incapacité à s’accorder aux rythmes propres et aux mouvements affectifs de leur enfant. Elles seraient en difficulté au sein d’un partage intersubjectif troublé pour aider le bébé à réguler ses émotions. Cette étude a aussi pour but d’éclairer la manière dont les comportements d’attachement de ces enfants, à 13 mois, s’ancrent dans la particularité de ces dysfonctionnements interactifs. L’évaluation des représentations d’attachement chez ces enfants, âgés de 4 à 8 ans, met en lumière différentes évolutions dans la qualité de leur attachement. Enfin, une approche psychodynamique de leurs récits, au test des histoires à compléter, éclaire les particularités de leur fonctionnement psychique. / This study comprises a prospective longitudinal exploration of a cohort of mother-child dyads with mothers with borderline personality disorder, compared with a control group of dyads in which mothers don’t display any psychological disorder. The aim of this study is to elucidate the early intrapsychic functioning of these mothers and infants through the study of the early interactions between these borderline mothers and their three-month-old infants. Pregnancy represents a powerful crisis, both of identity and narcissism, necessitating a reorganization of the maternal imago. It weakens the identity of mothers suffering from borderline personality disorder who are already debilitated by a failing narcissism. The infant imposes a relationship of dependence on its mother, from which she cannot extricate herself. The early mother-infant interactions are described as being imbued with intrusion and repetition, which reflect the mother’s incapacity to attune herself to the distinct rhythms and emotional movements of her child. They show difficulties at the heart of a troubled sharing of intersubjectivity to help the infant to regulate its emotions. This study endeavours to expound the way in which the attachment behaviours of these 13 month-old infants are embedded in the distinctive features of these dysfunctional interactions. The evaluation of the attachment representations of these children, aged from 4 to 8 years, draws light on different evolutions in the quality of their attachment. Ultimately, a psychodynamic approach of their narratives during the Attachment Story Stem Battery reveals the features of their psychological functioning.

Educational challenges of immigrant children in South African schools include among others, poor English proficiency. This challenge poses a challenge of negative self-efficacy to teachers. I became aware of the immigrants’ challenges from the teachers’ complaints. The teachers complained about the immigrant learners’ poor English proficiency and behaviour. I also became aware that the immigrant learners isolated themselves from the local learners. They also did not participate actively during oral classroom activities. I sought to investigate the immigrant learners’ language challenges and how these challenges influence their behaviour in the learning environment. The question that arose is: How does the language challenge of immigrant children in the Foundation Phase classes of South African schools influence their behaviour in the learning environment? The study consists of six chapters. The literature reviewed provided psychological and sociological theories that explain the relationship between language and behaviour. Programmes that were designed by various education systems were looked at in order to ascertain how the language challenges and behaviour of immigrant school children have unfolded and dealt with in different countries. The qualitative research method was used. This was a case study of three schools situated in Tshwane North district. Sampling was purposive and data was collected by means of observations, focus group interviews, individual interviews and artefacts. Ethical considerations were also presented. The findings from the data indicate that immigrant learners experience a great deal of frustration, sadness, anxiety and stress relating to coping with prejudice and discrimination because of their poor English. Teachers were also distressed by their inability to assist these learners. A programme that integrates language teaching with social skills is suggested. The aim is to foster a positive learning environment by incorporating psychosocial content in language teaching. A positive learning environment promotes positive behaviour. / Psychology of Education / D. Ed. (Psychology of Education)