This study was designed to investigate the relationship between 15 emotional indicators on the Bender-Gestalt Test and acting-out behavior in young children. The subjects were 93 children ranging in age from 5 to 12 years. Each was administered the Bender. A measure of each subject's overt acting-out behavior was then obtained by having teachers rate each student on a Behavioral Rating Scale. Subjects' records were then divided into groups on the basis of both sex and age. Results indicated that neither the total number of Bender indicators nor any of the individual Bender indicators were significantly correlated with total scores on the rating scale. Use of the Bender as a projective device to measure acting-out behavior was seriously questioned.

Les suicides sur les lieux de travail, perçus comme l’acmé d’un phénomène de souffrance au travail, proposent une confirmation au malaise dans la culture bien qu’ils renvoient l’énigme au champ social. Ils formulent avec insistance des interrogations à destination de la société du travail comme des questions singulières sur le passage à l’acte. La thèse s’attache d’abord à établir les fondements épistémologiques tant sociologiques que psychanalytiques qui permettent d’expliciter la question et les effets que les suicides établissent. Puis, c’est en définissant les conditions du cas que le propos entre ensuite dans les distinctions spécifiques au sein de la causalité inconsciente du passage à l’acte d’une part et de la cohérence de la structure sérielle du phénomène d’autre part. L’issue conclusive ouvrira sur les enjeux de jouissance au champ économique et social. / Suicides at workplaces, received as the peak of a suffering-at-work phenomenon, confirm the unease in the culture as well as it sends back its mystery to the social sphere. These suicides ask insistent questions to the working society and peculiar ones about the acting out. First this thesis endeavours to establish the epistemological basis, that is to say the sociologicals and psychoanalyticals ones, that enable to explain both the question and the effects suicides establish. Then, thanks to a clinical case, we will suggest a particular distinction between the unconscious causality of the acting out on the one hand, and the consistency of the phenomenon’s serial organization on the other hand. The conclusion will lead to what is at stake of enjoyment from an economic and social point of view.

Syftet med studien är att belysa barns egna perspektiv på tillvaron i en grupp där det finns barn med utåtagerande beteende som kan utsätta dem för verbala och/eller fysiska kränkningar. Barn i två grupper där det finns utåtagerande barn blev intervjuade individuellt. Barnen i den ena gruppen var sex och sju år gamla och i den andra gruppen var de åtta eller nio år gamla. Det finns inte så många studier i ämnet och det är oftast den ena sidan som blir belyst. De utåtagerande barnen får av naturliga skäl stor uppmärksamhet och de andra, kanske tysta barnen, glöms lättare bort i det tumult som kan uppstå i ett sådant klassrum. I dagens skolvärd anses inkludering ofta vara den enda vägen att gå och fokus ligger oerhört starkt på de barn som är i behov av särskilt stöd. De barn som utsätts för de kränkningar som kan ske i en situation där inkluderingen inte riktigt fungerar hamnar i skymundan. Denna studie visar på hur barn mår i en grupp där inkluderingen fungerar sämre än önskat. De barn som befinner sig i en situation där ett eller fler barn i gruppen är kraftigt utåtagerande verbalt och/eller fysiskt känner en daglig oro eller rädsla för att bli utsatta för kränkningar. Flertalet av de intervjuade vittnade om hur de blev ledsna vid påhopp och kände stor oro för att det skulle upprepas trots personalens förklaringar till beteendet. Studien visar också på att barnen menar att det blir bättre efter en tid men samtliga talar om ett första år med upprepade kränkningar både fysiskt och psykiskt. Trots pedagogiska förklaringar till beteendet från personalens sida och förståelse för detta från barnens, upplever de det ändå som att de blir kränkta. / This study aims to shed light on children’s own perspectives on the time they spend in a group were there are children with acting out-behaviour who may expose them to daily verbal and / or physical abuse. Children in two groups where there are acting out children were interviewed individually. The children in group one were six or seven years old and in group two they were eight or nine years old. There are not many studies on the subject since it’s usually only one side of the story represented in various studies and literature. Children with special needs are far more often represented there than the ones without. The children with acting out-behaviour naturally gets more attention than the other, perhaps more silent children, and it’s easy to forget them in the turmoil that can occur in the class room. In today’s schools inclusion is often considered to be the only or right way to go and focus is very strongly directed towards the children with special needs. Children who are exposed to violations that may occur in situations where inclusion is not fully functional sometimes takes second place. This study shows how children experience the time spent in a group where inclusion works less than desired. Children who find themselves in situations where a child or children in their group are acting out strongly verbally and / or physically can be anxious or fearful on a daily basis. Many of the children interviewed witnessed that they felt sad over the verbal abuse and felt fear of getting attacked by the children who was acting out repeatedly. The study also shows that the children believe that it gets better with time but almost every one of them testify of a first year with constant violation of their person, both verbally and physically. Despite teachers pedagogical explanations about the acting out-behaviour the children still feels abused.

This study investigated the subjectively constructed narratives of individual change for lead persons in a Therapeutic Enactment (Westwood, Keats & Wilensky, in press). Narrative investigation of Therapeutic Enactment to date has not been conducted and, as such, the study is important to the field of counselling psychology and the further development of Therapeutic Enactment. In terms of both theory and practice the study expands our understanding of the complexities of the change process in Therapeutic Enactment. It also provides the unique personal contexts related to change and it provides concrete examples of what actually changes in the lives of lead persons in Therapeutic Enactment. In this study, the co-researchers consisted of 4 female lead persons and 2 male lead persons, who had taken part in their own Therapeutic Enactment at a residential retreat on the outskirts of Vancouver, British Columbia, Canada. The co-researchers were interviewed in-depth using person-centred narrative interviewing techniques, combined with semi-structured interview questions. Five narratives were written in the first person focusing on the subjective experience of individual change in Therapeutic Enactment. Each narrative was returned to the respective co-researcher for editing and validation at which point co-researchers removed portions of the narratives they did not want included in the study and then added or amended content that they did want to be included in the study. The principal researcher made the requested changes and then returned final copies of the narratives to each of the co-researchers. The final narratives are presented herein. The co-constructed narratives indicate that lead persons in Therapeutic Enactment experienced change on six general levels including body sensations, emotions, behaviours, thoughts, relationships and spiritual connection. This study provides an in-depth examination of the subjective narratives of individual change in Therapeutic Enactment.

The Bender-Gestalt test is one of the most widely used psychological tests in clinical practice. However, very few empirical studies have investigated its projective use with adults. The purpose of the present study was to replicate a study conducted by Sellbom et al. (2001), which examined distortions of the Bender-Gestalt hypothesized to measure antisocial, impulsive, and depressive characteristics. It was found that the findings in Sellbom et al. (2001) were partially replicated, indicating that certain distortions, especially in conjunction, were significantly related to antisocial characteristics. The author suggests that the Bender-Gestalt could potentially be used as a screening measure for antisocial characteristics, but not to measure impulsive and depressive characteristics. / Department of Psychological Science

Functional analysis techniques traditionally used in the assessment of problem behaviors in humans were used to identify the reinforcing consequences for undesirable, human-directed behaviors such as feces throwing and spitting in two captive adult chimpanzees (Pan troglodytes). The first subject's problem behaviors were maintained by both positive and negative reinforcement contingencies, with rates being highest when the display of inappropriate behaviors resulted in access to social attention and juice. The implementation of a function-based treatment plan combining functional communication training with extinction resulted in a 90% reduction in the chimpanzee's inappropriate behaviors. No function was identified for the second subject's inappropriate behaviors. This project represents one of the first attempts to apply these function-based behavioral techniques to a non-human subject.

Made available in DSpace on 2016-12-06T17:07:25Z (GMT). No. of bitstreams: 1 Claudio.pdf: 1655000 bytes, checksum: de1a58e428c1aca7063616195ac32b73 (MD5) Previous issue date: 2010-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this action-research was to verify if fairy tales listened in the classroom, and , right after, performed in Game Workshops, undergo any backwash when acted out graphically by a 3rd year primary school classroom. The qualitative research was conducted in a public school in Jaraguá do Sul, Santa Catarina State. The instruments used for data collection were the children graphic records and the field diary. The data analysis was done by the content analysis technique. In the process of analyzing, a comparison was made between the fairy tale told in the classroom by the teacher, and the representation of the same fairy tale written by the children. After being categorized, the written records of the children, along with the field diary content, compose in an articulate manner and in theory state, the analysis and data discussion. Concluding, it can be said that in the practice of Game Workshop tasks, children became co-authors and authors of their own stories. In the rewriting moment, they had already assumed the role of authors, which was totally supported through the Game Workshop. / Esta pesquisa-ação teve como objetivo verificar se contos de fadas ouvidos em sala de aula e, em seguida, vivenciados nas ações lúdicas das Oficinas do Jogo, sofrem repercussão quando, após isso, forem representados graficamente pelos alunos de uma turma do terceiro ano do Ensino Fundamental. A pesquisa de cunho qualitativo foi realizada em uma escola da rede pública de ensino do município de Jaraguá do Sul SC. Os instrumentos da coleta de dados foram os registros gráficos das crianças e o diário de campo. A análise dos dados foi realizada mediante a técnica de análise de conteúdo. No processo de análise foi comparado o conto tal como contado pela professora em sala de aula e a representação desse conto escritas pelas crianças. Os registros escritos das crianças após serem categorizados, juntamente com o conteúdo do diário de campo, compõem de maneira articulada e fundamenta teoricamente a análise e discussão dos dados. Por fim concluímos que nas práticas pedagógicas das Oficinas do Jogo, as crianças tornaram-se co-autoras e autoras de suas histórias. No momento de redigir, elas já tinham assumido uma posição de autoria que foi amplamente reforçada com as Oficinas do Jogo.

This study investigated the subjectively constructed narratives of individual change for lead persons in a Therapeutic Enactment (Westwood, Keats & Wilensky, in press). Narrative investigation of Therapeutic Enactment to date has not been conducted and, as such, the study is important to the field of counselling psychology and the further development of Therapeutic Enactment. In terms of both theory and practice the study expands our understanding of the complexities of the change process in Therapeutic Enactment. It also provides the unique personal contexts related to change and it provides concrete examples of what actually changes in the lives of lead persons in Therapeutic Enactment. In this study, the co-researchers consisted of 4 female lead persons and 2 male lead persons, who had taken part in their own Therapeutic Enactment at a residential retreat on the outskirts of Vancouver, British Columbia, Canada. The co-researchers were interviewed in-depth using person-centred narrative interviewing techniques, combined with semi-structured interview questions. Five narratives were written in the first person focusing on the subjective experience of individual change in Therapeutic Enactment. Each narrative was returned to the respective co-researcher for editing and validation at which point co-researchers removed portions of the narratives they did not want included in the study and then added or amended content that they did want to be included in the study. The principal researcher made the requested changes and then returned final copies of the narratives to each of the co-researchers. The final narratives are presented herein. The co-constructed narratives indicate that lead persons in Therapeutic Enactment experienced change on six general levels including body sensations, emotions, behaviours, thoughts, relationships and spiritual connection. This study provides an in-depth examination of the subjective narratives of individual change in Therapeutic Enactment. / Arts, Faculty of / Psychology, Department of / Graduate

Inspired by the article Special support on dubious grounds published in Teachers News (2010), we chose to examine the methods and procedures regarding acting out children without diagnosis. In preliminary work, we discussed the various forms and causes of acting out behavior among children in preschool and supervision and conflict management. The topic seemed relevant since we on several occasions experienced a feeling of inadequacy and lack of knowledge in our educational role both in teacher training placement time and during our working years as supply teacher and graduated child minders. Based on our past experiences and interests of acting out children without the diagnosis, work limited extent and time aspect for the course of the work we chose to only interview three pedagogues. Through the interviews, we wanted to compare these three pedagogues description of their work around acting out children without diagnosis in relation to accepted theories such as structure and clarity. The purpose of our study was based on previous research and relevant literature, to find out what supporting possibilities, available methods and tools, and the methods and tools the interviewed pedagogues say they use in the meeting with acting out children.

Jonathan Safran Foer’s novel Extremely Loud and Incredibly Close stands out from the nationalistic-toned American “9/11 novels”. It depicts the story of a young boy and his grandparents who are left with the aftermath of losing a loved one in the attack on the twin towers. However, the complexity of the three main characters and the depth of their individual and common traumas make the novel go beyond the usual nationalistic 9/11 narrative and focus on the personal and, consequently, the national trauma.  This essay analyses the possibility of coping with and recovering from trauma through communication. Dominick LaCapra’s trauma theory notions of “working through” and “acting out”, as well as other traumatic memory research highlight the necessity of utterance in order to overcome trauma and to attempt an existence beyond it. In the instance of the three traumatized characters of the novel, the confessional language is entangled, broken and sometimes muted. This makes the recovery difficult in the case of the grandparents, almost impossible for the character of Grandpa. When it comes to the young boy, Oskar Schell, a more successful communication seems to open up the possibility of mental healing. These personal traumas are a reflection of a broader American trauma where an obsessive “rememoration” of the September 11 events and one-sided, revenge loaded public discourse do not seem to facilitate the national healing process. On all these levels, personal and community, the need and the difficult attempt to communicate the trauma of 9/11 does not necessarily grant recovery from it, but it facilitates a desired “working though” process.