Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-27T19:35:02Z No. of bitstreams: 1 Claudia Vannozzi Brito.pdf: 741789 bytes, checksum: e04f65aa9c8dade60b0a11f01fee4f81 (MD5) / Made available in DSpace on 2016-09-27T19:35:02Z (GMT). No. of bitstreams: 1 Claudia Vannozzi Brito.pdf: 741789 bytes, checksum: e04f65aa9c8dade60b0a11f01fee4f81 (MD5) Previous issue date: 2016-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Consultations with parents are extremely important to get a good result in the treatment of children and adolescents. This dissertation aims to study the technical issues involved, such as multiple transfers involving parents, analyst and patient and the management of the analytic setting. It also reflects on the various analyst positions in consultations with parents. For the research, it was used some vignettes of clinical cases attended in private practice. Donald Winnicott’s development theory is used to describe the importance of the environment for the mental health of children and adolescents. The therapeutic consultations he held with his patients formed the basis for the study and for the analysis of the need to open a space for parents. A space that serves to promote the health of both the child and its environment / As consultas com pais são de extrema importância para se obter um bom resultado no tratamento de crianças e adolescentes. Este trabalho tem como objetivo estudar as questões técnicas implicadas nessas consultas, como as múltiplas transferências envolvidas entre pais, analista e paciente e o manejo do setting analítico, além de refletir sobre as diversas funções do analista nas consultas com pais. Para a realização da pesquisa foram utilizadas vinhetas de casos clínicos atendidos pela analista em consultório particular. A teoria do desenvolvimento de Donald Winnicott é utilizada para descrever a importância do ambiente para a saúde mental da criança e do adolescente. As consultas terapêuticas que ele realizou com seus pacientes serviram de base para o estudo e a análise da necessidade de se abrir um espaço para os pais. Um espaço que serve para favorecer a saúde tanto do ambiente quanto da criança

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-21T12:28:53Z No. of bitstreams: 1 Eduardo Fraga de Almeida Prado.pdf: 2085414 bytes, checksum: ade8e1d3d167a74b5179e247c32b4911 (MD5) / Made available in DSpace on 2017-09-21T12:28:53Z (GMT). No. of bitstreams: 1 Eduardo Fraga de Almeida Prado.pdf: 2085414 bytes, checksum: ade8e1d3d167a74b5179e247c32b4911 (MD5) Previous issue date: 2017-09-15 / The term medicalization refers to processes that artificially transform non-medical issues into medical problems. It is a reduction of the individual and biological sphere of social, political and economic problems. The medicalization of childhood consists on the process of pathologizing the most varied behaviors of children, reducing them to neurochemical failures. From this premise, drug intervention becomes a major treatment strategy and environmental factors that can be involved in the origin of the child's suffering are relegated to the background. Psychoanalysis of winnicottian orientation understands behavioral manifestations of children as requests for help that require a thorough search of their emotional development in constant interaction with the environment that surrounds them. The objective of this research is to consider the practice of psychoanalytic with children in a medical scenario. To do so, we interviewed four psychoanalysts so that they could discuss their clinical practice with children, highlighting possible conflicts and impasses between psychoanalytic practice and the discourse of the medicalization of childhood. Information gathered were analyzed according to the psychoanalytic method and it was possible to emphasize that the environmental management represented by constant search for dialogue with the actors that surrounds the universe of the child, besides the appreciation and rescue of the relatives knowledge constitute a strategy of resistance against impasses originated by the medical logic. Because it is a qualitative research, the results cannot be generalized and, in this sense, new studies on this subject are suggested / O termo medicalização designa processos que transformam artificialmente questões não médicas em problemas de ordem médica. Trata-se de uma redução a esfera individual e biológica de problemas sociais, políticos e econômicos. A medicalização da infância consiste no processo de patologização dos mais variados comportamentos das crianças reduzindo a possíveis déficits neuroquímicos a origem destes. A partir desta premissa, a intervenção medicamentosa passa a ser considerada a principal estratégia de tratamento e fatores ambientais que podem concorrer para a origem do sofrimento da criança são relegados ao segundo plano. A psicanálise de orientação winnicottiana compreende as manifestações comportamentais das crianças como possíveis pedidos de ajuda que exigem uma completa investigação de seu desenvolvimento emocional em constante interação com o ambiente que a circunda. O objetivo desta pesquisa residiu em tecer considerações a respeito da prática psicanalítica com crianças diante de um cenário medicalizado. Para tanto, elaborou-se entrevistas com quatro psicanalistas para que estas pudessem discorrer a respeito de seu exercício clínico com crianças, destacando possíveis conflitos e impasses entre a prática psicanalítica e o discurso da medicalização da infância. As informações coletadas foram analisadas de acordo com o método psicanalítico e foi possível destacar que o manejo ambiental representado pela busca constante de diálogo com os atores que compõem o universo da criança, além da valorização e resgate do saber parental constituem estratégias de resistência frente aos impasses originados pela lógica medicalizante. Por se tratar de pesquisa qualitativa, os resultados encontrados não são passíveis de generalização e, neste sentido, sugere-se novos estudos a respeito deste tema

Este estudo aborda as possibilidades de vir a ser sujeito em uma instituição de acolhimento, considerando as possíveis implicações para a criança que se encontra separada de sua família de origem. Neste sentido, é importante considerarmos as diferentes questões que podem acompanhar a criança no percurso de sua constituição, atentando para as dificuldades que demarcam este processo, muitas vezes oriundas de falhas nas suas primeiras relações. Buscamos, então, uma compreensão acerca de como se dá a constituição subjetiva no âmbito do abrigo, utilizando para tal uma metodologia de avaliação, prevenção e promoção de saúde mental na primeira infância, que já vem sendo utilizada em outros contextos. Assim, este trabalho propôs, através dos IRDIs (Indicadores Clínicos de Risco para o Desenvolvimento Infantil), a realização de uma operação de leitura da relação que se estabelece entre os bebês (de até 18 meses) e seus respectivos cuidadores (agentes educadores), que se encontram acolhidos em abrigos residenciais da Fundação de Proteção Especial do Rio Grande do Sul, no município de Porto Alegre. Nesta conjuntura, nos apoiamos nos pressupostos teóricos sustentados por Winnicott, de modo que suas contribuições nos auxiliaram a refletir sobre as possibilidades que cada bebê encontra ao se deparar privado da convivência com sua mãe/família. O processo de pesquisa abarcou diferentes momentos: I. Encontro de sensibilização e capacitação para os agentes educadores; II. Visitas a sete abrigos residências (em média quatro a cada casa), onde puderam ser observados dez bebês; III. Rodas de conversa com os agentes educadores responsáveis pelos cuidados dos bebês participantes. Assim, buscamos, a partir de conceitos fundamentais da teoria winnicottiana, apoio para refletir acerca do que se mostrou em evidência, de modo que as concepções de ambiente e de (des)continuidade dos cuidados serviram como base nesta leitura e construção de significados, o que permitiu a emergência de alguns apontamentos: Mesmo ressaltando o direito da continuidade dos cuidados que toda criança possui, a separação da mãe/família não necessariamente se faz, por si só, traumática. Isso nos conduziu a refletir acerca de que lugar ocupa o ambiente abrigo para estas crianças, tendo em vista que o fato de termos encontrado resultados satisfatórios (uns mais que outros) na leitura dos bebês a partir dos IRDIs nos permite inferir que de alguma forma este contexto opera de modo suficiente na subjetivação dos bebês. Compreendemos, portanto, que mesmo sendo portadores de uma marca primeira (privação da família de origem), existe grande possibilidade de o bebê se desenvolver plenamente, desde que possa estabelecer um encontro com alguém/ambiente disponível para sustentá-lo, para proporcionar uma experiência de continuidade e para impedir que seu sofrimento inicial impossibilite seu vir a ser. / This study approaches the possibilities of becoming a subject in a foster institution, considering the possible implications for a child who has been separated from his or her family of origin. Thus, it is important to consider the different issues that may follow the child during his or her constitution, paying attention to the difficulties that mark this process, which often originate from flaws in their first relations. This study seeks, therefore, to understand how the subjective constitution happens in a shelter environment, and uses a methodology of evaluation, prevention, and promotion of mental health in early childhood, which was already used in other contexts. Hence, this study proposed, through the use of IRDIs (Clinical Risk Indicators for Early Childhood Development), a reading operation of the relation established between babies (up to 18 months of age) and their respective caretakers (educational agents), who are hosted in the residential shelters of Foundation of Special Protection of Rio Grande do Sul, in Porto Alegre, Brazil. In this context, Winnicott’s theoretical background was used to support this study, in ways that his contributions helped on reflecting about the possibilities that each baby finds when he or she is deprived of living with his or her mother/family. The research process comprised different moments: I. Awareness and training meeting for the educational agents; II. Visits to seven residence shelters (an average of four per house), where ten babies could be observed; III. Conversation rounds with the educational agents responsible for the care of the participant babies. Hence, the fundamental concepts of the winnicottian theory were used as a support to reflect about what was evidenced, in such a way that the concepts of environment and (dis)continuity of care served as foundation in the reading and building of meanings, which allowed the emergence of some points: Even emphasizing that all children have the right to continuity of care, the separation from the mother/family is not necessarily traumatic on its own. This led us to reflect about which place the shelter environment has for these children, considering that the fact that satisfactory results (some more than others) were found in the reading of babies with the IRDIs enables us to infer that, somehow, this context operates in a sufficient way in the subjectivation of babies. It is therefore understood that even if the babies hold a first mark (deprivation of their family of origin), there is a great possibility that they go through a full development, as long as there is the establishment of an encounter with someone/environment available to support him or her, to grant an experience of continuity, and to impede that his or her initial suffering curbs their process of becoming a subject.

Este trabalho resulta de um estudo que teve por objetivos investigar em que medida falhas na constituição do si-mesmo podem interferir no uso que uma criança faz dos recursos de sua própria mente e verificar como essa condição pode afetar as relações da criança consigo mesma, com os outros e com as demandas escolares; estabelecer relações entre o amadurecimento emocional e as dificuldades de aprendizagem e aprofundar o estudo do desenvolvimento intelectual a partir da teoria do amadurecimento de D. W. Winnicott. Para tanto, buscaram-se na teoria do referido autor os conceitos que dizem respeito à constituição do si-mesmo e ao funcionamento da mente. Além disso, um caso clínico referente ao atendimento de uma criança com queixas escolares foi apresentado para ilustrar as discussões teóricas empreendidas. Relatos de conversas estabelecidas com os pais da criança e com duas de suas professoras e a análise de relatórios produzidos na escola frequentada por ela somaram-se a este estudo. A constituição do si-mesmo foi compreendida como um processo gradativo, que pode ou não acontecer, tendo como suporte a tendência inata à integração e a adaptação ambiental suficientemente boa. Uma discussão a respeito da importância do ambiente na sustentação das conquistas do processo de amadurecimento relacionadas à integração da instintualidade, da destrutividade pessoal, da capacidade para sentir culpa e buscar a reparação foi desenvolvida de modo a relacioná-las com a constituição do si-mesmo e o uso da mente. Evidenciou-se que falhas ambientais que dificultam a integração da instintualidade podem levar à formação de um falso si-mesmo patológico e interferir no uso das funções intelectuais de uma pessoa, podendo dar origem a dificuldades de aprendizagem. Nesse contexto, a impossibilidade de aprender relaciona-se a algum tipo de adoecimento psíquico, a uma imaturidade emocional como consequência de falhas no processo de amadurecimento. No caso da criança aqui apresentada, como em outros do mesmo tipo, os problemas de aprendizagem decorrem de falhas na constituição do si-mesmo. Crianças que não conseguem integrar a instintualidade como própria podem vir a temer o contato com seus impulsos destrutivos e encontrar dificuldades para brincar espontaneamente, para relacionarse com outras crianças da mesma idade e para aprender. Com o trabalho analítico pode-se dar início à integração da destrutividade pessoal e colocar em marcha o processo de amadurecimento, tornando a criança capaz de relacionar-se de modo espontâneo e pessoal com as demandas próprias da vida e sentir-se livre para usufruir e aprender com as experiências vividas / This paper is a result of a study that aimed to investigate the extent to which failures in the constitution of the self can interfere with the way a child uses the resources of her own mind and verify how this may affect the child\'s relationships with herself, with others and with school demands; to establish relationships between emotional maturity and learning difficulties. Therefore, concepts regarding the constitution of the self and the workings of the mind were sought out from Winnicotts theory. Furthermore, a clinical case regarding the care of a child who had school problems was presented to exemplify the theoretical discussions undertaken by this paper. Reports of conversations conducted with the child\'s parents and two of her teachers and analysis of reports from the school she attended were added to this study. The constitution of the self was understood as a gradual process, which may or may not occur, supported by the innate propensity to integration and the good environmental adaptation. A discussion regarding the importance of the environment in sustaining the achievements from the maturation related to the integration of instinctuality, personal destructiveness, the capacity to feel guilt and to seek to make amends was developed in order to relate them to the constitution of the self and the use of the mind. It became evident that environmental failures that impair the instinctuality can induce to the generation of a pathological false self and interfere with the use of a persons intellectual functions, what may lead to learning difficulties. In this context, the impossibility of learning is related to some type of mental illness, to an emotional immaturity as a result of failures in the maturation process. In the case of the child presented in this study, as in other similar cases, learning problems are resulting from flaws in the constitution of the self. Children who are not able to integrate the instinctuality as their own may come to fear the contact with their destructive impulses and find it difficult to play spontaneously, to establish relationships with other children their own age and also to learn. The analytic work enables the beginning of the integration of personal destructiveness and set in motion the maturation process, making the child able to establish relationships in a spontaneous and personal way with the demands of life and to feel free to enjoy the experiences she goes through and learn from them

<p>Filmmusic is often composed specially for a film. When analyzing film-music it seems very common to study the function of the music in a narrative context in order to see how it cooperates or relates to this narration. In the present thesis I am investigating the interaction between film and music as two ingredients on an equal level. In short: what happens when a filmmaker chooses music that has already been composed for another occasion, even in another time and a different cultural context? My aim is twofold: first to examine current film analytic strategies, secondly to find new ways of comprehend pre-composed music in relation to its new setting in a film. My interest, thus, is to seek meaning of music in film rather than function.</p><p>The study calls for an inter-disciplinary approach using theories and discussions from a wide range of subjects: psychology, music therapy, anthropology, musicology in general and semantics.</p><p>I am examining two films that are similar in their respect to use music that has been composed and used elsewhere. However, in “2001-a Space Odyssey” Stanley Kubrick uses music from the European art music tradition whereas Woody Allen in “Manhattan” uses music from the popular American music repertoire of the 20s and 30s (The American Songbook). The music, by various composers and in various idioms, in Kubrick´s films, works on a fairly abstract level in a sort of counterpoint to the mythological and visionary contents of the film plot. The meaning of the music on the one hand, and film music on the other operates on a deeper level as a result of this confrontation.</p><p>In Woody Allen´s film the pieces of music represent a culturally and tecknically much more homogenous group. The implicit texts of the songs ( they are never sung) can be comprehended as a commentary on a deeper level by those familiar with this repertoire. Allen´s choice of subject and enacted dramaturgy for his film is very different from Kubrick´s. The chosen music contributes in an independent way to a reciprocal understanding of film and music as two separate but still independent art entities.</p>

<p>Föreliggande studie utgör en psykoanalytisk texttolkning av den tysk-schweiziske författaren Hermann Hesses Siddhartha ur ett objektrelationsteoretiskt perspektiv. De metoder som tillämpas är den traditionella hermeneutiska texttolkningsmetoden och den kliniska psykoanalytiska överförings- och motöverföringsmodellen. Medels dessa tolkningsmodeller och objektrelationsteorier, särskilt Melanie Kleins, Donald W. Winnicotts och James Mastersons, åskådliggörs den svårfångade emotionella problematik som alla individer med preoidipala svårigheter eller brister i självet ger uttryck för.</p><p>Utgångspunkten för texttolkningen är teorin om den infantila omnipotenta fantasin, fantasin om att kunna uppnå ett tillstånd av absolut balans, behovs- och begärslöshet, vilken texten är genomsyrad av. Denna fantasi framstår i ljuset av textens primära utvecklingskonflikt kring separation-individuation och dess narcissistiska grundstruktur som ett uttryck för sökandet efter det sanna självets natur och dess förlösande, ett sökande, vilket fram till insiktsögonblicket effektivt omintetgörs av det falska självets verklighetsförvanskande och verklighetsförnekande försvar.</p>

Filmmusic is often composed specially for a film. When analyzing film-music it seems very common to study the function of the music in a narrative context in order to see how it cooperates or relates to this narration. In the present thesis I am investigating the interaction between film and music as two ingredients on an equal level. In short: what happens when a filmmaker chooses music that has already been composed for another occasion, even in another time and a different cultural context? My aim is twofold: first to examine current film analytic strategies, secondly to find new ways of comprehend pre-composed music in relation to its new setting in a film. My interest, thus, is to seek meaning of music in film rather than function. The study calls for an inter-disciplinary approach using theories and discussions from a wide range of subjects: psychology, music therapy, anthropology, musicology in general and semantics. I am examining two films that are similar in their respect to use music that has been composed and used elsewhere. However, in “2001-a Space Odyssey” Stanley Kubrick uses music from the European art music tradition whereas Woody Allen in “Manhattan” uses music from the popular American music repertoire of the 20s and 30s (The American Songbook). The music, by various composers and in various idioms, in Kubrick´s films, works on a fairly abstract level in a sort of counterpoint to the mythological and visionary contents of the film plot. The meaning of the music on the one hand, and film music on the other operates on a deeper level as a result of this confrontation. In Woody Allen´s film the pieces of music represent a culturally and tecknically much more homogenous group. The implicit texts of the songs ( they are never sung) can be comprehended as a commentary on a deeper level by those familiar with this repertoire. Allen´s choice of subject and enacted dramaturgy for his film is very different from Kubrick´s. The chosen music contributes in an independent way to a reciprocal understanding of film and music as two separate but still independent art entities.

Föreliggande studie utgör en psykoanalytisk texttolkning av den tysk-schweiziske författaren Hermann Hesses Siddhartha ur ett objektrelationsteoretiskt perspektiv. De metoder som tillämpas är den traditionella hermeneutiska texttolkningsmetoden och den kliniska psykoanalytiska överförings- och motöverföringsmodellen. Medels dessa tolkningsmodeller och objektrelationsteorier, särskilt Melanie Kleins, Donald W. Winnicotts och James Mastersons, åskådliggörs den svårfångade emotionella problematik som alla individer med preoidipala svårigheter eller brister i självet ger uttryck för. Utgångspunkten för texttolkningen är teorin om den infantila omnipotenta fantasin, fantasin om att kunna uppnå ett tillstånd av absolut balans, behovs- och begärslöshet, vilken texten är genomsyrad av. Denna fantasi framstår i ljuset av textens primära utvecklingskonflikt kring separation-individuation och dess narcissistiska grundstruktur som ett uttryck för sökandet efter det sanna självets natur och dess förlösande, ett sökande, vilket fram till insiktsögonblicket effektivt omintetgörs av det falska självets verklighetsförvanskande och verklighetsförnekande försvar.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Psicologia Clínica e Cultura, 2015. / Submitted by Fernanda Percia França (fernandafranca@bce.unb.br) on 2016-02-05T17:31:08Z No. of bitstreams: 1 2015_IsadoradeAssisBrasil.pdf: 3254863 bytes, checksum: 7b3caae769b9ad1bdd2409a16d14ccfe (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2016-02-05T18:02:36Z (GMT) No. of bitstreams: 1 2015_IsadoradeAssisBrasil.pdf: 3254863 bytes, checksum: 7b3caae769b9ad1bdd2409a16d14ccfe (MD5) / Made available in DSpace on 2016-02-05T18:02:36Z (GMT). No. of bitstreams: 1 2015_IsadoradeAssisBrasil.pdf: 3254863 bytes, checksum: 7b3caae769b9ad1bdd2409a16d14ccfe (MD5) / Essa pesquisa examina as ligações entre os conceitos de identificação projetiva e de transicionalidade, com base nas obras de Melanie Klein e Winnicott sobre as experiências precoces. Começa pelo estudo do conceito kleiniano de identificação projetiva, focado sobre seu aspecto intrapsíquico. Em seguida, contemplando-se os desenvolvimentos clínicos que conduziram à evolução histórica desse conceito, essa pesquisa chega ao seu entendimento enquanto um processo interpsíquico. Subsequentemente, busca-se relacionar a identificação projetiva às contribuições de Winnicott acerca do desenvolvimento emocional primitivo, detalhando a sofisticada forma como uma mãe se identifica com seu bebê, e as influências disto para o estado de preocupação materna primária. Finalmente, apoiado nas convergências e divergências entre Klein e Winnicott, costura-se o argumento de que a identificação projetiva, aliada à transicionalidade, favorece o movimento pendular que configura um funcionamento psíquico dinâmico e saudável. / This research examines the links between the concepts of projective identification and transitionality, based on the works of Melanie Klein and Winnicott about early experiences. It starts by studying the kleinian concept of projective identification, in its intrapsychic focus. Afterwards, by contemplating the clinical developments that led to its historical evolution, this study arrives at the understanding of projective identification as an interpsychic process. Subsequently, it relates this mechanism to Winnicott’s contributions regarding the primitive emotional development, detailing the sophisticated way that a mother identifies with her baby, and how this can influence the state of primary maternal preoccupation. Finally, supported by the convergences and divergences between Klein and Winnicott, it sews the argument that projective identification, when allied with transitionality, favors the oscillating movements that configure a dynamic and healthy psychological functioning.

This project formulates an original psycho-cultural approach by studying the cultural and therapeutic value of Gok Wan’s makeover series How To Look Good Naked. Through an in-depth application of Donald Woods Winnicott’s object relations psychoanalysis to the textual narratives of the makeover show, and by developing a viewing method that derives from psychoanalytic training on observation, this thesis offers an account of the affective impact of Gok Wan’s popular makeover phenomenon. This thesis addresses key themes and elements that signal the evolution of British makeover television and identifies how Gok Wan’s format and strategies chime with what has widely been hailed as a particularly ‘therapeutic’ moment in popular culture. The emblematic features of Gok Wan’s rendition of the makeover format highlights its potential positive outcomes by examining the articulation of current embodied feminine subjective experiences, in order to interrogate the complex relationship between postfeminism and therapeutic discourse. This thesis recognises that the therapeutic opportunity of Gok Wan’s method lies in the transformational process by creating emotionally constructive spaces where the articulation of experiences leads to inner self-discovery. Playful mechanisms of creativity are central to Gok Wan’s empathetic approach to working with participants to enable transformation, reflecting a number of key themes in object relations psychoanalysis and its understanding of self-experience. The opportunities afforded to participants for self-interpretation create a useful platform to reflect on Gok Wan’s role, who has been candid about the parallels between his own emotional experience and that of his participants. Psychoanalytic models of transference and countertransference indicate how this dynamic challenges dominant notions of the makeover expert as omnipotent. This project demonstrates the value of object relations psychoanalysis for critical interventions in the field of media, cultural and feminist studies in order to provide a deeper understanding of the affective impact of makeover television in shaping notions of subjective experience.