Depression is a severe mental illness estimated to affect around 300 million people worldwide and is currently the leading cause of disability in the world (WHO, 2017). It is classified as a disorder of affect and is diagnosed on the basis of specific criteria stipulated in manuals such as the DSM V and ICD 10. It has been repeatedly argued that psychiatric classification in its present form fails to offer the appropriate framework for understanding and explaining the subjective experience of depression resulting from its focus on operationalized criteria for diagnosis and assessment and the absence of appropriate theoretical and methodological framework for the study of consciousness and how changes in its essential aspects (such as embodiment, temporality, and intersubjectivity) are related to reflective manifestations and signs of mental illness (e.g. Parnas and Zahavi 2002; Fuchs 2010; Parnas et al. 2012). In line with these considerations, I engage in a phenomenologically inspired examination of the experience of depression in particular as it is described in two formats of first-person testimonies, namely published autobiographical accounts and anonymous responses to an online survey conducted in the United Kingdom and Bulgaria. The testimonies of depression consistently describe a radically different way of being, which, I propose can be explained and understood as originating from changes in three major structures of subjective experience – the pre-reflective experience of what it is possible to do, the pre-reflective experience of what one is able to do, and the pre-reflective experience of sharing a world with others, which encompass the essential aspects of subjectivity. I examine how the alterations in the main structures are related both to changes in embodiment, temporality, and intersubjectivity and to the various reflective manifestations in affective experience, thought, and action such as specific emotions, moods, bodily sensations and feeling, cognitive styles, and action patterns. The latter in particular can occur in various combinations and are shaped and coloured by the complex social and cultural context surrounding mental illness in general and depression in particular. With respect to the influence of the cultural and social meaning on the individual manifestations and variations in the experience of depression, I examine the impact of socially shared culturally specific conceptions of depression by contrasting such reported by participants in an anonymous survey from Great Britain and Bulgaria. While in both cultural groups depression is understood as either a pathological psychological reaction or an illness characterized by changes in brain function, in Bulgaria the former understanding is both more prevalent and associated with higher degrees of social stigmatization and subsequently less recognition of subjective suffering and attribution of responsibility. This can result in experiences akin to those commonly established by disturbances in the pre-reflective experience of intersubjective disconnectedness and accentuate already present feelings of shame and guilt. I draw attention to the fact that social stigmatization, in particular its structure and subjective experience, can also be studied within a broadly phenomenological framework on the basis of different first-person account in order to develop practical measures for the prevention of the social stigmatization of mental illness.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-19T11:56:55Z No. of bitstreams: 1 jaderarieromdasilvamoreira.pdf: 3144365 bytes, checksum: c4ca561771a98025f2ba5bbdb4108475 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-20T12:25:53Z (GMT) No. of bitstreams: 1 jaderarieromdasilvamoreira.pdf: 3144365 bytes, checksum: c4ca561771a98025f2ba5bbdb4108475 (MD5) / Made available in DSpace on 2017-04-20T12:25:53Z (GMT). No. of bitstreams: 1 jaderarieromdasilvamoreira.pdf: 3144365 bytes, checksum: c4ca561771a98025f2ba5bbdb4108475 (MD5) Previous issue date: 2016-08-24 / O presente trabalho versa sobre os territórios citadinos dos jovens e suas reverberações na escola pública de periferia em Juiz de Fora, município localizado na Zona da Mata Mineira. O principal objetivo é analisar e compreender a dinâmica territorial existente entre estudantes em uma escola - como campo de análise geográfica -, reconhecendo quem são esses sujeitos produtores de territórios que se manifestam tanto na cidade, como no espaço escolar. Toma-se como base a premissa de que o movimento do(a)s jovens vai da casa até a escola e retorna à cidade, posteriormente. Fez-se uso da metodologia de pesquisa qualitativa, mesclando questionários e entrevistas semiestruturadas no diálogo com os sujeitos. O trabalho está dividido em quatro partes: a primeira problematiza a escola como um território na cidade, momento em que se destacam algumas aproximações iniciais acerca do território e seus elementos fundamentais, o poder e as fronteiras. A segunda parte aborda o conceito de bairro e suas relações territoriais cotidianas, envolvendo aspectos como as territorialidades entre e intra-bairros e dando ênfase aos processos de subalternização e estigmatização social. Já a terceira aponta os motivos que levam o(a)s estudantes jovens à escola, frisando o que é ser um(a) jovem errante e subalterno(a) na cidade contemporânea, destaca-se também como os corpos de jovens são considerados territórios e como as territorialidades que carregam consigo surgem e se relacionam na escola. Por fim, a quarta parte apresenta a relação entre as culturas de jovens envolvido(a)s na pesquisa e como se projetam para a cidade a partir do território escolar, principalmente nos eventos de futebol informal, queimada e hip-hop, momentos que permitem também uma análise das relações de classe, gênero e etnia entre jovens. Nesse sentido a escola aqui é vista como reflexo social e condição de reprodução da sociedade e contribui com o movimento dialético do par homogeneidade-heterogeneidade. / This coursework deals with the townspeople territories of young people and their reverberations in public school of the periphery in Juiz de Fora, a city in the “Zona da Mata Mineira”. The main purpose is to analyze and understand the dynamic territorial between students in a school - a geographical analysis of field - recognizing who are these territories producers that manifest as in the city, as in the school space. It is based on the premise that the youth movement goes from home to school and returns to the city, later. It was used the qualitative research methodology, combining questionnaires and semi-structured interviews in dialogue with the people. The coursework is divided into four parts: the first discusses the school as a territory in the city, a moment which some initial approaches about the territory and its fundamental elements, power and borders are highlighted. The second part approaches the concept of neighborhood and its everyday territorial relations, involving aspects such as territoriality between and intra-districts and emphasizing the subordination processes and social stigmatization. The third part points out the reasons that lead the young students to school, stressing what is to be a young wanderer and underling in the contemporary city also stands out as the young bodies are considered territories and how territoriality that carry with them arise and relate in school. Finally, the fourth part presents the relationship between the cultures of the young people involved in research and how to project for the city from the school grounds, especially in informal soccer events, dodgeball and hip-hop, moments that also allow an analysis of class, gender and ethnicity relations among the young people. In this regard the school here is seen as a social reflection and reproduction condition of society and contributes to the dialectical movement of the pair homogeneity-heterogeneity.

A travers cette thèse réalisée auprès des français d'origine maghrébine, nous avons essayé de déceler le rôle de certains processus cognitifs, affectifs et motivationnels qui peuvent conditionner la perception de discrimination en milieu professionnel et déterminer les stratégies d’ajustements mises en œuvre face à la privation de l’emploi. Dans une première étude (Etude1), nous avons essayé d’évaluer les effets directs ou indirects du statut « social acquis » sur la perception de discrimination au niveau individuel et groupal ; en ce sens, nous amorçons un questionnement quant à leurs répercussions sur l’estime de soi et les stratégies d’ajustement cognitives et identitaires. Dans la continuité des travaux sur l'ambiguïté attributionnelle (Crocker & Major, 1989), la deuxième étude (Etude 2) s’est intéressée aux effets émotionnels, cognitifs et comportementaux de l’activation de la situation de la discrimination face à l’emploi selon qu’elle est explicite ou ambiguë. Dans la troisième étude (Etude 3), qui s’est déroulée en deux phases, nous avons étudié les processus de perception de discrimination selon la source de discrimination (endogroupale vs exogroupale). Enfin, dans notre dernière étude (Etude 4), également en deux phases, nous nous sommes intéressés à l’impact du processus de comparaison (intergroupale vs intragroupale) sur la dévaluation du travail et la Croyance en un Monde Juste. / Despite structural dimensions which are linked to the unchanging objective factors of discrimination, we have been focused on the issue of the cognitive, affective and motivational processes that condition the reactions of French citizens with Maghreb origins and their perception. The aim of the first study « Study 1 » was to evaluate the direct and the indirect effects of the « obtained social status » about the feeling of individual and group discrimination towards stigmatized people. In that way to initiate a reflection regarding their impact on the self esteem. Then, within the second study « Study 2 », we were inspired of the work on the attributional ambiguity (Crocker & Major, 1989) in order to interest us on the emotional and behavioural effects which cause explicit or implicit discrimination. Within the third study « Study 3 », in two phases we have studied the perception process according to the source of discrimination. This was carried out in two phases. Finally, in our last study « Study 4 », we were interested on the impact of the comparison impact made (intragroup vs intergroup) concerning the psychological withdrawal and the belief in a righteous world.