Pour un lecteur français, familiarisé avec l’écriture de Maupassant, qui étudie des oeuvres de Dostoïevski, une constatation s’impose : des similitudes chez les deux écrivains sont difficiles à percevoir et à préciser à la première lecture, mais en comparant en profondeur les deux auteurs, leurs correspondances prennent de plus en plus de relief. Il faut remarquer que peu d’écrivains ont présenté des héros aussi complexes et aussi étranges que ceux de Dostoïevski. Ceux de Maupassant n’ont pas le relief de ces figures dostoïevskiennes ; il ne peut être question de les mesurer les uns aux autres. Nous porterons seulement notre attention sur les affinités qu’ils peuvent avoir. Une étude comparative entre Fédor Dostoïevski et Guy de Maupassant devient possible à un tout autre niveau : une atmosphère « fiévreuse », une vie d’une intensité qui sort de l’ordinaire, règnent dans le monde qu’ils ont créé. C’est ce monde qui a attiré toute notre attention pour la présente analyse. On pourrait trouver les correspondances provoquées par des « tendances » générales de leur siècle mais aussi par l’atmosphère dans laquelle ils vivaient. L’auteur slave et l’écrivain français se rapprochent par leur existence pétrie de souffrances, par les convictions qu’ils défendaient au milieu de leurs contemporains, et par les difficultés tragiques, dans lesquelles ils se débattaient sans relâche. Un autre point de « rencontre » unit nos deux auteurs : tous les deux se distinguent des écrivains qui leur sont contemporains, réalistes et naturalistes. Dostoïevski et Maupassant ne s’attachent pas à la laideur de la vie mais ils préfèrent pénétrer dans ses profondeurs et éclairer ses mystères. Ils sont psychologues et les études qu’ils nous ont laissé n’ont pas seulement une valeur esthétique, mais aussi une valeur d’observation humaine. Le thème de « la machine sociale », présent dans Une Vie, Mont-Oriol, Pierre et Jean, Fort comme la mort et Crime et châtiment, L’Idiot, comme dans la plupart des grands thèmes de la littérature, n’est pas nouveau. Mais à l’époque de nos deux auteurs, le problème de « la machine sociale » qui écrase l’individu par sa « puissance infernale », connaît un essor fulgurant. A ce moment-là, il prend une voie inédite. Si, auparavant, la souffrance de l’homme était liée à des causes intérieures, maintenant, chez Guy de Maupassant et Fédor Dostoïevski, elle dépend de causes extérieures. Le « développement » psychologique de l’individu semble être lié d’une manière irrémédiable au milieu social. Les apparitions du sentiment de l’angoisse et de la difficulté d’être, sont envisageables comme dépendantes de causes sociales. Dans les romans, choisis pour notre corpus, « la machine sociale » s’accorde le droit de transgresser toutes les lois, les lois humaines et même les lois naturelles. Maupassant et Dostoïevski présentent de nombreux personnages, multipliants les occasions de mesurer l’évolution de leur dégradation inexorable, l’odieux ravage de leur existence par la société. Ne voulant pas rétablir l’individu dans la plénitude de ses droits, la société le condamne à l’isolement total. Chez les deux auteurs, on retrouve le réalisme « hallucinant » de la solitude des hommes, solitude qui semble être poussée à son paroxysme. La confrontation avec la réalité sociale fait naître dans l’âme des héros, des sentiments insoupçonnés jusque là ; ceux de l’angoisse, mélangée avec la terreur. La réalité du contexte social provoque un sentiment de peur incontrôlée qui empêche les héros d’agir en annihilant leur volonté. Maupassant et Dostoïevski, sauvent, de la souffrance, les âmes de leurs personnages, âmes qui ont traversé, à cause de « la machine sociale », les tourments de l’enfer et les tribulations du purgatoire. Les deux auteurs leur offrent une possibilité de fuite. / Or a French reader, familiar with? Writing Maupassant, who studied of? works of Dostoevsky, a finding? requires: similarities among two writers are difficult to perceive and specify the first reading, but by comparing in detail the two writers, their correspondence becoming increasingly important. It should be noted that little? Writers heroes presented as complex and strange than Dostoyevsky. N those of Maupassant? Have no relief from these figures dostoïevskiennes, not can be no question to measure each other. We will only our attention to the affinities that? they may have. A comparative study from Fyodor Dostoevsky and Guy de Maupassant is possible to a whole new level: an atmosphere "feverish," a life of? intensity leaving l? usually prevail in the world that? they created. C? Is this world that has attracted our attention to this analysis. We could find matches caused by "trends" General century but their also l? atmosphere in which they lived. L? Author and slave? Writer French close in their lives full of suffering, by beliefs that? they stood among their contemporaries, and by tragic difficulties in which they struggled tirelessly. A another point of "encounter" our two authors: both are distinguished writers who are their contemporaries, and realistic naturalists. Dostoyevsky and Maupassant does? Not attach to the ugliness of the life, but they prefer to enter into its depths and inform its mysteries. They are psychologists and studies that? They left us n? Have not only aesthetic, but also a value of? human observation. The theme of "The social machine," in A Life, Mont-Oriol, Pierre et Jean, Fort like death and Crime and Punishment, L? Idiot, as in most major themes of literature, do is not new. But l? Time of our two authors, the problem of "the social machine which crushes l? individual by his" infernal power, experiencing a rapid expansion. At that time, it takes a unprecedented way. If earlier, suffering from? Man was linked to causes intérieures now in Guy de Maupassant and Fyodor Dostoevsky, it depends on external causes. The development of psychological? Individual d appears to be related? an irretrievable to the social environment. The appearances of sense of? anxiety and the difficulty? be considered are as dependent on social causes. In the novels, chosen for our corpus, The "social machine" s? Grants the right to transgress all laws, human laws and the same natural laws. Maupassant and Dostoevsky are many characters, more opportunities for the measure? developments their inexorable decline, l? heinous ravage their lives by society. Not wanting to restore? Person's full rights, society condemned to? isolation. In both authors, there is realism "Amazing" in the solitude of men loneliness that seems to be pushed its climax. Confrontation with social reality is created in? Soul the heroes, hitherto unsuspected feelings and those of? anguish, mixed with terror. The reality of the social causes fear preventing uncontrolled d hero? act negating their will. Maupassant and Dostoevsky, lifesaving, the suffering, the souls of their characters, minds which have experienced because of the social machine, "the torments of? hell and tribulations of purgatory. Both authors offer a possibility of leakage.

L’estime de soi joue un rôle central lorsqu’il est question de prédire les réactions des individus au feedback. En dépit de son influence indéniable sur les réactions des individus au feedback en contexte d’évaluation de potentiel, peu d’études se sont attardées aux facteurs pouvant en atténuer l’effet dans le cadre d’une telle démarche. Cette thèse vise à combler ce manque à travers deux articles empiriques répondant chacun à plusieurs objectifs de recherche. Dans cette optique, des données ont été amassées auprès de deux échantillons indépendants de candidats (étude 1, N = 111; étude 2, N = 153) ayant réalisé une évaluation de potentiel dans une firme-conseil spécialisée en psychologie industrielle. Le premier article vise à tester deux théories relatives à l’estime de soi s’affrontant lorsqu’il est question de prédire les réactions cognitives au feedback, la théorie de l’auto-valorisation et de l’auto-vérification. Pour mieux comprendre ce phénomène, l’influence de l’estime de soi et de la valence décisionnelle du feedback sur les deux composantes de l’appropriation cognitive du feedback en contexte d’évaluation, l’acceptation et la conscientisation, a été testé. Les résultats soutiennent les postulats de la théorie d’auto-valorisation lorsqu’il est question de prédire l’acceptation du feedback. En contrepartie, les résultats offrent peu de soutien à la théorie de l’auto-vérification dans la prédiction de la conscientisation à l’égard du feedback. Le second article vise à identifier des leviers modulables pour influencer favorablement les réactions des individus ayant une plus faible estime d’eux-mêmes. Pour ce faire, deux variables relatives à l’influence de la source ont été ciblées, la crédibilité perçue et les pratiques de confrontation constructive. Cet article comprend deux études, soit une première ayant pour objectif de valider un instrument mesurant la crédibilité perçue de la source et une seconde examinant les relations entre trois déterminants, soit l’estime de soi du candidat, la crédibilité perçue de la source et les pratiques de confrontation constructive, et deux réactions cognitives au feedback, l’acceptation et la conscientisation. Les analyses de la première étude font ressortir que l’échelle de crédibilité perçue présente des qualités psychométriques satisfaisantes et les résultats corroborent une structure unifactorielle. Les résultats de la seconde étude indiquent que les trois déterminants étudiés sont positivement reliés à l’acceptation et à la conscientisation. Les effets d’interaction significatifs font ressortir des conditions favorisant l’acceptation et la conscientisation chez les individus ayant une plus faible estime d’eux-mêmes. La crédibilité perçue atténue la relation entre l’estime de soi et l’acceptation alors que la confrontation constructive modère les relations entre l’estime de soi et, tant l’acceptation que la conscientisation. Enfin, la crédibilité perçue et la confrontation constructive interagissent dans la prédiction de la conscientisation, faisant ainsi ressortir l’importance d’établir sa crédibilité pour augmenter l’effet positif de la confrontation constructive. Les apports théorique et conceptuel de chacun des articles ainsi que les pistes d’intervention pratiques en découlant sont discutés séparément et repris dans une conclusion globale. Les retombées de cette thèse, tant sur le plan de la recherche que de l'intervention, sont également abordées dans cette dernière section. / Self-esteem plays a central role when it comes to predicting people's reactions to feedback. Despite its undeniable influence on people's reactions to feedback in the context of personnel selection and development, few studies have focused on the factors that may mitigate this effect. This thesis aims to fill this gap through two empirical articles each addressing several research objectives. To this end, data were collected from two independent samples of candidates (Study 1, N = 111; Study 2, N = 153) who underwent an assessment center in a consulting firm specializing in industrial psychology. The first paper aims to test two theories related to self-esteem that oppose each other in terms of predicting cognitive reactions to feedback, self-enhancement and self-verification theories. To better understand this phenomenon, the influence of self-esteem and the objective valence of feedback on the two components of cognitive appropriation of the feedback in assessment settings, acceptance and awareness, was tested. The results support the postulates of self-enhancement theory when it comes to predicting the acceptance of feedback. In contrast, the results offer little support for self-evaluation theory in the prediction of awareness with regard to feedback. The second article aims to identify levers that could be used to positively influence the reactions of individuals with low self-esteem. To do this, two variables related to the influence of the source were targeted: perceived credibility and practices of constructive confrontation. This article includes two studies, the first aimed at validating an instrument measuring the perceived credibility of the source and the second examining the relationship between three determinants, namely self-esteem of the candidate, the perceived credibility of the source, and the practice of constructive confrontation, and two cognitive reactions to feedback, acceptance and awareness. Results of the first study indicate that the perceived credibility scale has satisfactory psychometric properties and support a single-factor structure. The results of the second study suggest that the three determinants studied were positively related to acceptance and awareness. The results also show that perceived credibility attenuates the relationship between self-esteem and acceptance, and constructive confrontation moderates the relationship between self-esteem and both acceptance and awareness. Finally, perceived credibility and constructive confrontation interact in the prediction of awareness, thus emphasizing the importance of establishing credibility to increase the positive effect of constructive confrontation. The theoretical and conceptual contributions of each article, as well as practical implications, are discussed separately and included in an overall conclusion. The impact of this thesis on both research and intervention is also addressed in this final section.

L’objectif de la thèse est d’étudier l’usage du jeu dans l’enseignement des mathématiques à l’école maternelle ; il s’agira de :* Décrire le rôle du jeu à visée didactique dans le domaine des mathématiques en grande section d’école maternelle. Permet-il de construire les connaissances ? À quelle condition ? Donne-t-il un sens aux connaissances visées ? Nous décrirons ces situations dans la perspective de la théorie des situations didactiques qui considère la situation comme un système au sein duquel interagissent un certains nombre de sous-système (Brousseau, 1998) : l’élève, le maître, la connaissance ;* Caractériser les types de jeu et définir les fonctions des divers jeux utilisés à l’école maternelle à la fois du point de vue externe – analyse didactique du jeu – et interne (du point de vue des enseignantes et des élèves) et nous examinerons les rapports entre les fonctions déclarées (par les professeurs), les attentes qu’ils entretiennent à l’égard des jeux qu’ils proposent… et les fonctions effectives des jeux que nous dégagerons à partir d’une analyse didactique classique.Tel sera le point central de la thèse : examiner le niveau de recouvrement entre les fonctions déclarées (attendues, espérées…) en terme d’acquisition de connaissances nouvelles, ou de renforcement de connaissances déjà acquises… et les fonctions effectivement assurées par ces jeux ; par exemple, le jeu de l’oie ne permet pas d’enseigner la suite numérique puisque précisément cette connaissance est nécessaire pour pouvoir jouer : ainsi, le jeu de l’oie permet un renforcement, un exercice de connaissances déjà-là et non de créer les conditions de leur acquisition. Il s’agira ensuite d’examiner (ou de discuter) les effets de ces éventuels décalages.La thèse permet de repérer trois styles dominants dans l’usage du jeu : un style didactique motivationnel spontané sous la direction subtile des enseignantes (ouvert, essais et erreurs, stratégies centrées sur l'élève) ; un style directif (les tâches données et les activités sont conduites pas à pas par l'enseignant qui conduit et étaie une démarche tout en attendant un résultat précis) ; un style associatif incitatif (non directif, très centré sur les élèves et leur capacité de travail en groupe, où l’enseignante fait confiance aux élèves et a un rôle essentiel pour faciliter les apprentissages). / Our work confronts the educational aspect proposed by Brougère and didactic aspect defined by Brousseau. Our goal is to study the educational situations and particularly the role of "didactic game" for pre-primary students in learning mathematics; identify the types of play on all games observed and classify them taking into account variables, through a hierarchical cluster analysis or HCA, in three different categories of functions: interest function, function of contextualization, function of confrontation; to look for the link between the functions reported by teachers and effective functions, by our own analysis of games. This analysis allows us to identify three styles dominating the use of game: the spontaneous motivational teaching style under the discreet direction of the teachers (open, trial and error, student-centered strategies); the directive style (the given tasks and the activities are carried out step by step by the teacher who leads and underpins an approach while waiting for an accurate result); the incentive associative style (non-directive, very focused on students and their ability to work in groups, where the teacher relies on students and has a key role to facilitate learning).

The research in this thesis focuses on the ways in which participants represent highly charged negative emotional experiences in narrative form through vocal disclosures, and the relationships between disclosure style and psychophysiological activity. This thesis also attempts to theorise some of the psychophysiological mechanisms that may be associated with the effects of emotional disclosure. Participants were randomly assigned to an emotion (disclosure) group (n = 16) in which they talked about a particular highly charged negative experience, or a neutral (control) group (n = 16) in which they talked about their typical morning. Participants undertook these tasks on three separate occasions, each separated by one week. Skin conductance levels (SCLs) were measured throughout. Statistical analyses were conducted to look at possible SCL differences between the two groups and associations between the disclosure style and SCL variations. Although there were no statistically significant differences between the two groups' SCLs, there were significant differences in SCLs with regard to disclosure style. Qualitative narrative and discourse analyses were undertaken on 4 selected participants, chosen on the basis of clinically significant SCL moves. These analyses revealed that neutral participants also engaged in forms of emotional disclosure through forms of identity negotiation that were constructed within their talk concerning their typical mornings. The qualitative analysis also identified disclosure styles that may be associated with variations in psychophysiological activity.

Aggression has been demonstrated to pose a serious threat to the adaptive development of youth, with decades of research demonstrating the negative associations between aggression and other problem behaviors, both concurrently and predictively. However, despite this body of research, the current psychological literature continues to suffer from a lack of an overarching organizational framework from which to structure the construct(s) of aggression. Furthermore, existing discrepancies across the literature, particularly in the definitions of and outcomes associated with non-physical forms of aggression (e.g., relational aggression, social aggression), exacerbate the complexities facing prevention and intervention specialists. Insofar as research can isolate the unique subtypes of aggressive behaviors that best predict maladjustment outcomes, researchers can focus resources and efforts on those subtypes of aggression identified as being particularly relevant for prevention efforts. To this end, the purpose of the current study was to develop a measure that encompassed the structure of physical and relational aggression and to test competing structures of aggression based on the hypothesized relevant dimensions of mechanism of action (i.e., confrontational action vs. nonconfrontational action) and vehicle of harm (i.e., physical harm vs. relational/social harm) using confirmatory factor analyses. Additionally, this study examined relations between aggression subtypes and hypothesized correlates, including peer deviancy, delinquency, drug use, and social intelligence. Further, this study assessed both the factor structures and unique relations among aggression and its correlates separately for boys and girls, and identified unique structure and relations by gender. Participants included an urban, predominantly African American sample of 280 youth ages eleven through seventeen, who were sampled from an ongoing longitudinal study of violence, substance use, stress, and coping. As hypothesized, the mechanism of action and vehicle of harm dimensions did represent relevant conceptual distinctions in the structure of aggression. Although models did not reach objective standards for goodness of fit criteria, comparatively, the mechanism of action model best represented the structure of aggression for boys, whereas the vehicle of harm model best represented the structure of aggression for girls. Both boys and girls had significant positive correlations among their respective subtypes of aggression and other indicators of maladjustment, including peer deviancy, delinquency, and drug use. Overall, these findings confirm that structures of aggression tested were problematic for urban African-American youth, and suggest that further attention should be paid to disentangling those aspects of aggression that might be most relevant for addressing prevention and intervention efforts.

1 Filozofická fakulta Univerzity Karlovy v Praze, Katedra psychologie Název práce: Využití terapeutické techniky video konfrontace v léčbě poruchy příjmu potravy Název práce v angličtině:Video confrontation in the treatment of eating disorders Autor práce: Mgr.Milena Adámková Ségard, Ph.D. Vedoucí práce: Doc. PhDr. Slávka Fraňková, DrSc. Rok odevzdání: 2012 Abstrakt anglicky The goal of this pilot study is to search for a specific influence of the video confrontation technique when used as a therapy for a patient with eating disorder. For the method a questionnaire was chosen which includes semantic differentials and separate sentences. The respondents were selected based on availability. The 26 respondents included in this research were all women diagnosed with anorexia nervosa or bulimia nervosa. All were hospitalized in an eating disorder unit. The outcome of the study confirmed that video confrontation resulted in the patients describing the picture of their own body less ungainly and they were less ashamed about their own body. The outcome of the study confirmed that video confrontation resulted in the patients with anorexia nervosa describing the picture of their own body as more elegant, attractive, but also more worthless, more ugly and ungainly. In the case of patients with bulimia nervosa a...

(in English): The thesis deals with interlingual lexical Slovak-Czech homonymy. The introductory part summarizes not only the denomination issue of this phenomenon, its definition and classification, but also the existing research of interlingual homonyms among Slovak/Czech and other Slavic languages and between Slovak and Czech. The analysis of Slovak- Czech interlingual homonymy, based on a Mirror dictionary of Slovak-Czech interlingual homonyms, is the core part of this research, and thus serves also as a cornerstone for the classification of Slovak-Czech interlingual homonymy and the description of various types of interlingual homonyms. The next chapter concerns with those types of interlingual homonyms, which have not been captured in the Mirror dictionary of Slovak-Czech interlingual homonyms, even though they do exist and it is essential to pay particular attention to them. The annex of this work is a complete list of interlingual homonyms, based on the Mirror dictionary of Slovak-Czech interlingual homonyms, comprising all complete interlingual homonyms (306 homonymous pairs or groups) captured in the dictionary.

O poeta Alphonsus de Guimaraens estabeleceu, para a sua formação, um constante diálogo com a França por meio dos escritores daquele país, sobretudo com aqueles que produziram no século XIX, período em que o poeta brasileiro também produziu boa parte de sua obra. Dentre as relações literárias estabelecidas, Guimaraens pode traduzir poemas daqueles identificados ao movimento Simbolista. Reconhecido pela crítica, o diálogo mantido com as produções do poeta Paul Verlaine foi, sem dúvida, o que mais se acentuou, sobretudo por meio das traduções que fez de poemas do bardo francês, tema desta dissertação. Para o estabelecimento do contexto de produção dos poemas e de suas traduções, o presente estudo levou em consideração, primeiramente, a fortuna crítica relativa ao poeta mineiro no que tange a sua formação intelectual. Em seguida, procurou-se fazer algumas reflexões a partir da metodologia sugerida por Berman, norteadora das análises. Essas análises se pautaram pelas considerações de abordagens textuais da tradução e pelo confronto produtivo, com o intuito de revelar um pouco mais da atividade tradutora de Alphonsus face aos poemas de seu mais importante interlocutor. / The poet Alphonsus de Guimaraens established for his formation, a constant dialogue with France through the writers of that country, especially with those who produced in the nineteenth century, during which the Brazilian poet also produced much of his work. Among the literary relationships established, Guimaraens had the opportunity to translate those poems identified to Symbolist movement. Recognized by critics, the dialogue with the productions of the poet Paul Verlaine was undoubtedly the one most emphasized, especially by means of translations of poems of the French bard, theme of this dissertation. For the establishment of the production context of the poems and their translations, this study took into consideration, first, the critical fortune of the mineiro poet in relation to his intellectual formation. Then we made some reflections from the methodology suggested by Berman, guiding the analyses. These analyses were guided by considerations of textual approaches to translation and productive confrontation with the aim of revealing a little more the translator activities of Alphonsus in light of poems from his most important interlocutor.

Made available in DSpace on 2016-04-28T20:38:08Z (GMT). No. of bitstreams: 1 Marilia Parreiras Maia Siqueira.pdf: 479219 bytes, checksum: 93c8904c75d7f2b7cae5d46b47bfff2c (MD5) Previous issue date: 2012-05-25 / The report aims at understanding how cancer-stricken patients face suffering as a result of the disease through their religiosity/spirituality. Religion is a cultural issue and it is suitable toponder that man should seek spirituality and religion to be enabled to find the true meaning oflife, improve health and deal with adversity and pain. Faith in sacredness and the search forreligious refuge when faced with situations which are beyond personal control can extend topeople the possibility of going way beyond their personal limits and are mechanisms of positive confrontation. On accompanying a cancer-stricken patient through phenomenological and humanistic investigation it was concluded that suffering possesses thepotential of conquering, creativity and transformation. The religious confrontation is enduredas a structural experience which controls and shapes personality, besides bringing relief and meaning to life. The positive religious confrontation based on acceptance, surrender and faithis the source of psychic and existential maturity and a factor of resilience / advindo da enfermidade por meio de sua religiosidade/espiritualidade. A religião é uma condição cultural e é justo pensar que o homem busque a espiritualidade e a religião para encontrar um significado para a vida, para melhorar a saúde e para lidar com a adversidade e a dor. A fé no sagrado e a busca por apoio religioso diante de situações que estão fora do controle pessoal podem dar às pessoas a possibilidade de ir além de suas limitações pessoais, além de serem meios de enfrentamento positivos. No acompanhamento de um paciente oncológico por meio da investigação fenomenológica e humanista concluiu-se que o sofrimento possui um potencial de conquista, criatividade e transformação. O enfrentamento religioso é vivido como uma experiência estrutural, que modula e configura a personalidade e traz alívio e sentido para a vida. O enfrentamento religioso positivo baseado na aceitação, na entrega e na fé é fonte de amadurecimento psíquico, existencial e fator de resiliência

Filozofická fakulta Univerzity Karlovy v Praze, Katedra psychologie Název práce: Využití terapeutické techniky video konfrontace v léčbě poruchy příjmu potravy Název práce v angličtině:Video confrontation in the treatment of eating disorders Autor práce: Milena Adámková Ségard Vedoucí práce: Doc. PhDr. Slávka Fraňková, DrSc. Rok odevzdání: 2012 Abstrakt anglicky The goal of this pilot study is to search for a specific influence of the video confrontation technique when used as a therapy for a patient with eating disorder. For the method a questionnaire was chosen which includes semantic differentials and separate sentences. The respondents were selected based on availability.The 26 respondents included in this research were all women diagnosed with anorexia nervosa or bulimia nervosa. All were hospitalized in a eating disorder unit. The outcome of the study confirmed that video confrontation resulted in the patients describing their own body as more elegant, and had lowered the feeling of being unsure or uninterested in their own body. In the case of patients with anorexia nervosa a specific influence was found in that the patients' perception of their own body changed to more elegant and valuable. In the case of patients with bulimia nervosa the specific influence was that these patients were less ashamed...