Inledning: Studien är en explorativ kvalitativ undersökning av psykoterapeuters upplevelser i terapier med ungdomar med narcissistisk problematik. Fem psykoterapeuter deltog i kvalitativa intervjuer. Intervjumaterialet bearbetades utifrån en tematisk analys. Genom ett relationellt terapeutiskt arbete går det att få en "genuin" kontakt och bygga allians, men att det också är osäkert och inte en självklarhet. I resultatet framkommer att det krävs tålamod, uthållighet, lång klinisk erfarenhet, goda teoretiska kunskaper samt professionell handledning. Den slutsats som kan dras av studien är att trots ett tröttsamt, osäkert och slitsamt arbete som påverkar den egna självkänslan, är det mödan värt om man kan uppnå en allians med dessa ungdomar. Förutom relationell behandlings form förekom symboldrama som en metod och komplement till psykodynamisk terapi.

When working from the systems psychodynamic stance, consultants experience that they become part of the group dynamics through projection, projective identification, transference and counter-transference. This research was undertaken to explore the impact on consultants doing systems psychodynamic consultation in their own formal system within a large financial institution in South Africa. Findings were that primary (race, gender and age), and secondary (social identity, language and skills, or level of expertise in this consulting stance) diversity factors strongly impact on them. Consultants play a strong containment role. Consultants experienced the effect at all levels of their lives, including intellectual (struggling to function and think clearly), physical (insomnia, eating disorders, usual exercise not helping), emotional (crying and anger) and social (their work not being understood by friends and family, growing apart from loved ones). For all of them the positive spin-off was the personal growth on the journey that they embarked on. / Industrial and Organisational Psychology / M. Comm. (Industrial and Organisational Psychology)

When working from the systems psychodynamic stance, consultants experience that they become part of the group dynamics through projection, projective identification, transference and counter-transference. This research was undertaken to explore the impact on consultants doing systems psychodynamic consultation in their own formal system within a large financial institution in South Africa. Findings were that primary (race, gender and age), and secondary (social identity, language and skills, or level of expertise in this consulting stance) diversity factors strongly impact on them. Consultants play a strong containment role. Consultants experienced the effect at all levels of their lives, including intellectual (struggling to function and think clearly), physical (insomnia, eating disorders, usual exercise not helping), emotional (crying and anger) and social (their work not being understood by friends and family, growing apart from loved ones). For all of them the positive spin-off was the personal growth on the journey that they embarked on. / Industrial and Organisational Psychology / M. Comm. (Industrial and Organisational Psychology)

Este estudo psicanalítico aplicado ao campo educacional busca a compreensão e articulação teórica de respostas contratransferências do professor diante das manifestações do grupo de alunos dentro da sala de aula. Com isso, se propõe a oferecer um conhecimento original, através de contribuição clínica-psicanalítica, para melhorar a eficácia pedagógica da inter-relação professor-aluno, em escolas de educação infantil e de ensino fundamental. Considera que o fenômeno da transferência pode ser desencadeado em diversas disciplinas e práticas onde transitem processos internos psíquicos; e que pode ser observado, analisado e explicado através da dinâmica de trânsito dos conteúdos presentes nos vínculos afetivos estabelecidos em grupos. Nestes espaços psicossociais, o fenômeno da transferência considerado como modelo pulsional de construção distorcida da realidade em transformação constante, medeia dois planos de interação oscilatória: um consciente voltado para a execução de uma tarefa, por exemplo, e outro inconsciente guiado pelas fantasias inconscientes semelhantes, que se constitui como história da realidade psíquica dos indivíduos que se inter-relacionam. Esta investigação parte da hipótese de que respostas contratransferências do professor podem perturbar o grupo de trabalho centrado na tarefa de aprender e ensinar, tornando-o um grupo de suposto básico de dependência, ataque-fuga ou de acasalamento. Considera que a intervenção terapêutica breve individual do professor pode clarificar seu envolvimento inconsciente em conluios estabelecidos com o grupo de alunos dentro da sala de aula (contratransferência) e, revertê-lho em um instrumento de empatia e intuição. Para a sua realização, propõe-se que situações empíricas sejam descritas sob a forma de estudos de caso, derivando o objeto de análise através do método de observação em sala- de- aula. A observação da recorrência de manifestações da contratransferência em nove professores de préescola e primeira série do ensino fundamental com grupos de crianças de quatro a oito anos de idade, implicou em um segundo momento, na realização de intervenções terapêuticas individuais junto aos professores, fora das salas de aula. A partir da aplicação da Escala Diagnóstica Adaptativa Operacionalizada, realizou-se montagem e planejamento de intervenção terapêutica breve, com rastreamento das situações-problema nos vários setores de adaptação, para encontrar o núcleo e encaminhar as soluções mais adequadas, e sua derivação no setor produtividade. Durante a intervenção utilizou-se o psicodrama como uma técnica de psicoterapia, articulada ao método psicanalítico, para facilitar a figuração e expressão concreta do mundo interno do professor, de suas identificações e de seus conflitos. Com isso, verificaram-se possíveis efeitos desta intervenção, na direção de uma evolução eficaz (recompor um grupo de trabalho) ou ineficaz (falta de cumprimento de sua função naquele momento). Ao estabelecer uma correspondência entre alguns dados obtidos, sua análise e compreensão interpretativa fundamentada nas teorias psicanalíticas propostas por Melaine Klein, Wilfred Bion e Ryad Simon; concluiu-se que através do método de trabalho desenvolvido neste estudo, houve uma melhora significativa na inter-relação professor-aluno derivando maior eficácia no desenvolvimento e resolução de tarefas pedagógicas. Portanto, supõe-se que este estudo possa ser heurístico no que se refere à psicanálise aplicada ao conhecimento do desconhecimento do sentido das relações mais profundas, em processos educativos manifestos nas relações interpessoais entre professor-aluno em salas de aula. / This psycho analytical study applied to the educational field has the objective of comprehending and articulating in theory, counter-transference answers from a professor while dealing with a group of students inside the classroom. With this, proposes to offer an original knowledge through a clinical psycho analytical contribution in order to improve the efficiency of the interrelation between professor and students, in Primary and Elementary Schools. Considers that the phenomena of transference could be turned over in several disciplines and practices where internal psychic processes are found; and that could be observed, analyzed and explained by the dynamic of transit of the contents found in affective connections established by groups. In these psycho social spaces, the phenomena of transference considered as a pulsing model of distorted construction of the reality that is constantly changing, outlines two plans of oscillatory interaction: one that is conscious, directed to the execution of a demand, for example, and the other unconscious guided by similar unconscious fantasies, that constitutes a history of the psychic reality of the individuals inter relating. This investigation considers the hypothesis that countertransference answers of the professor can disturb the work group that is concentrated in learning and teaching, transforming it into a group with a basis supposition of dependence, attack-run or even coupling. Considers that the brief therapeutic intervention of the professor can clarify its unconscious involvement in disturbs established by the group of students inside the class room, and convert it into an instrument of empathy and intuition. For its practice, proposes that empirical situations should be described through case studies, deriving the object of analysis in the method of in-class observation. The observation of the recurrence of counter transference manifestations in nine pre-school and elementary school teachers with classes of children aging four to eight years, implied, in a second moment, in individual therapeutic interventions with the teachers, outside the class room. By applying the Operational Scale for Diagnosing Adaptation, was made a plan and design of the brief therapeutic intervention, tracking the trouble-situations in the several adapting moments, to find the nucleus and perform the adequate solutions, and its derive in the productivity sector. During the intervention, psycho drama was used as a psycho therapeutic technique, articulated to the psycho analytical method, to make easier the figuration and concrete expression of the inner world from the teachers, from its identifications and its conflicts. With that, possible effects of this intervention were verified, in the direction of an efficient evolution (recompose a work group) or inefficient (lack of filling its function in that moment). By establishing a correspondence between some data obtained, its analysis and interpretative comprehension based on psycho analytical theories proposed by Melanie Klein, Wilfred Bion and Ryad Simon, was concluded that through the method of work developed in this study, there was a significant improvement in the inter relation between professor and student, deriving higher efficiency in the development and resolution of pedagogical demands. Therefore, supposes that this study can be heuristic as it refers to psycho analysis applied to knowledge of the unlearned of the sense of deeper relations, in educational processes manifested in interpersonal relations between professors and students in the class room.

Este estudo psicanalítico aplicado ao campo educacional busca a compreensão e articulação teórica de respostas contratransferências do professor diante das manifestações do grupo de alunos dentro da sala de aula. Com isso, se propõe a oferecer um conhecimento original, através de contribuição clínica-psicanalítica, para melhorar a eficácia pedagógica da inter-relação professor-aluno, em escolas de educação infantil e de ensino fundamental. Considera que o fenômeno da transferência pode ser desencadeado em diversas disciplinas e práticas onde transitem processos internos psíquicos; e que pode ser observado, analisado e explicado através da dinâmica de trânsito dos conteúdos presentes nos vínculos afetivos estabelecidos em grupos. Nestes espaços psicossociais, o fenômeno da transferência considerado como modelo pulsional de construção distorcida da realidade em transformação constante, medeia dois planos de interação oscilatória: um consciente voltado para a execução de uma tarefa, por exemplo, e outro inconsciente guiado pelas fantasias inconscientes semelhantes, que se constitui como história da realidade psíquica dos indivíduos que se inter-relacionam. Esta investigação parte da hipótese de que respostas contratransferências do professor podem perturbar o grupo de trabalho centrado na tarefa de aprender e ensinar, tornando-o um grupo de suposto básico de dependência, ataque-fuga ou de acasalamento. Considera que a intervenção terapêutica breve individual do professor pode clarificar seu envolvimento inconsciente em conluios estabelecidos com o grupo de alunos dentro da sala de aula (contratransferência) e, revertê-lho em um instrumento de empatia e intuição. Para a sua realização, propõe-se que situações empíricas sejam descritas sob a forma de estudos de caso, derivando o objeto de análise através do método de observação em sala- de- aula. A observação da recorrência de manifestações da contratransferência em nove professores de préescola e primeira série do ensino fundamental com grupos de crianças de quatro a oito anos de idade, implicou em um segundo momento, na realização de intervenções terapêuticas individuais junto aos professores, fora das salas de aula. A partir da aplicação da Escala Diagnóstica Adaptativa Operacionalizada, realizou-se montagem e planejamento de intervenção terapêutica breve, com rastreamento das situações-problema nos vários setores de adaptação, para encontrar o núcleo e encaminhar as soluções mais adequadas, e sua derivação no setor produtividade. Durante a intervenção utilizou-se o psicodrama como uma técnica de psicoterapia, articulada ao método psicanalítico, para facilitar a figuração e expressão concreta do mundo interno do professor, de suas identificações e de seus conflitos. Com isso, verificaram-se possíveis efeitos desta intervenção, na direção de uma evolução eficaz (recompor um grupo de trabalho) ou ineficaz (falta de cumprimento de sua função naquele momento). Ao estabelecer uma correspondência entre alguns dados obtidos, sua análise e compreensão interpretativa fundamentada nas teorias psicanalíticas propostas por Melaine Klein, Wilfred Bion e Ryad Simon; concluiu-se que através do método de trabalho desenvolvido neste estudo, houve uma melhora significativa na inter-relação professor-aluno derivando maior eficácia no desenvolvimento e resolução de tarefas pedagógicas. Portanto, supõe-se que este estudo possa ser heurístico no que se refere à psicanálise aplicada ao conhecimento do desconhecimento do sentido das relações mais profundas, em processos educativos manifestos nas relações interpessoais entre professor-aluno em salas de aula. / This psycho analytical study applied to the educational field has the objective of comprehending and articulating in theory, counter-transference answers from a professor while dealing with a group of students inside the classroom. With this, proposes to offer an original knowledge through a clinical psycho analytical contribution in order to improve the efficiency of the interrelation between professor and students, in Primary and Elementary Schools. Considers that the phenomena of transference could be turned over in several disciplines and practices where internal psychic processes are found; and that could be observed, analyzed and explained by the dynamic of transit of the contents found in affective connections established by groups. In these psycho social spaces, the phenomena of transference considered as a pulsing model of distorted construction of the reality that is constantly changing, outlines two plans of oscillatory interaction: one that is conscious, directed to the execution of a demand, for example, and the other unconscious guided by similar unconscious fantasies, that constitutes a history of the psychic reality of the individuals inter relating. This investigation considers the hypothesis that countertransference answers of the professor can disturb the work group that is concentrated in learning and teaching, transforming it into a group with a basis supposition of dependence, attack-run or even coupling. Considers that the brief therapeutic intervention of the professor can clarify its unconscious involvement in disturbs established by the group of students inside the class room, and convert it into an instrument of empathy and intuition. For its practice, proposes that empirical situations should be described through case studies, deriving the object of analysis in the method of in-class observation. The observation of the recurrence of counter transference manifestations in nine pre-school and elementary school teachers with classes of children aging four to eight years, implied, in a second moment, in individual therapeutic interventions with the teachers, outside the class room. By applying the Operational Scale for Diagnosing Adaptation, was made a plan and design of the brief therapeutic intervention, tracking the trouble-situations in the several adapting moments, to find the nucleus and perform the adequate solutions, and its derive in the productivity sector. During the intervention, psycho drama was used as a psycho therapeutic technique, articulated to the psycho analytical method, to make easier the figuration and concrete expression of the inner world from the teachers, from its identifications and its conflicts. With that, possible effects of this intervention were verified, in the direction of an efficient evolution (recompose a work group) or inefficient (lack of filling its function in that moment). By establishing a correspondence between some data obtained, its analysis and interpretative comprehension based on psycho analytical theories proposed by Melanie Klein, Wilfred Bion and Ryad Simon, was concluded that through the method of work developed in this study, there was a significant improvement in the inter relation between professor and student, deriving higher efficiency in the development and resolution of pedagogical demands. Therefore, supposes that this study can be heuristic as it refers to psycho analysis applied to knowledge of the unlearned of the sense of deeper relations, in educational processes manifested in interpersonal relations between professors and students in the class room.

Afin d'identifier finement les facteurs de vulnérabilité et de protection face au risque d'illettrisme, nous avons choisi une méthode de recherche qualitative, fondée sur la théorisation ancrée, le complémentarisme et la triangulation. Nous avons rencontré vingt-trois adolescents en situation d'illettrisme, scolarisés dans six lycées professionnels parisiens, leurs parents et leurs enseignants, dans le cadre d'entretiens semi-directifs. Ce processus de recherche nous a peu à peu permis d'élaborer les guides d'analyse T.FAME et T.FAME sco, qui permettent une analyse fine de processus de filiation, affiliations et métissage, concernant les cultures ethniques - y compris sociales et régionales - et les cultures scolaires respectivement. L'analyse transversale du matériel recueilli fait ressortir une importante altération de la fonction parentale dans la migration, qui entrave la transmission transgénérationnelle des savoirs familiaux à l'enfant et entraîne pour l'enfant un important sentiment d'insécurité et d'illégitimité dans le cadre scolaire, qui se traduit par des difficultés d'apprentissage, notamment au moment de l'entrée dans l'écrit, et une difficulté à tirer profit des aides extérieures proposées. Cependant, le désengagement scolaire qui en découle semble avant tout constituer une stratégie de sauvegarde narcissique face à l'échec mais aussi une stratégie de sauvegarde des savoirs autres que scolaires. L'orientation en filière professionnelle offre une possibilité de reprise dans l'après-coup et de réinvestissement scolaire, que les enseignants de lycées professionnels sont susceptibles de favoriser. Ainsi, nos résultats nous amènent à poser l'hypothèse de l'illettrisme comme stratégie de résistance face à une école vécue comme coloniale. Nous avons de ce fait mis en œuvre le dispositif Métisco, premier dispositif de médiation scolaire transculturelle, pour accompagner les professionnels scolaires, leurs élèves et les parents d'élèves dans l'élaboration de ces enjeux collectifs et favoriser l'instauration d'une nécessaire alliance éducative. / In order to identify vulnerability and protection factors regarding the risk of illiteracy, we chose a qualitative research methodology, based on the grounded theory, complementarism and triangulation. We interviewed twenty-three illiterate teenagers in six Parisian Vocational high-schools, their parents and teachers. This process allowed us to develop the two guides T.FAME and T.FAME sco, in order to analyze transcultural processes such as filiations, affiliations and metissage, regarding ethnic cultures - including regional and social ones - and school cultures respectively. Transversal analyses show the importance of the maternal function alteration in the migration process, which hinders the transgenerational transmission of familial knowledge to children. This leads to children feeling insecure and illegitimate within the school environment, which causes learning difficulties, notably when it comes to reading and writing. It also leads to difficulties to benefit medical help. However, the resulting school disengagement appears to mainly constitute a strategy to preserve one's self esteem when facing failure, as well as to preserve knowledge other than the school one. Streaming towards vocational studies offers a possibility to reinvest school learning. Vocational teachers are an asset for such reconciliation. Thus, our results lead to the hypothesis of illiteracy as a resistance strategy against a school system which is experienced as a colonial one. We then developed Metisco, the first transcultural school mediation design. It aims at accompanying school professionals, their students and the students' parents to elaborate such conflicts and at promoting the instauration of a necessary educative alliance.

Inledning: Relationen mellan analytiker och patient i det terapeutiska rummet är av stor betydelse för terapin, men vilken betydelse har samma relation utanför nämnda rum? Frågeställningar: Denna studie syftar till att undersöka psykoanalytikers upplevelser av patientens närvaro i deras inre, utanför terapin, hur analytikern, det terapeutiska samarbetet och processen i terapin påverkas av detta. Metod: Fem analytiker intervjuades genom semistrukturerad kvalitativ intervju. Intervjuerna analyserades med Interpretative Phenomenological Analysis. Resultat: Analytikerna beskrev erfarenheter av en lugn, kreativ, rörlig och drömsk närvaro av patienten i terapeutens inre, av en betungande närvaro präglad av oro, av en närvaro präglad av både kärleksfulla känslor och oro, av en överföring och motöverföring präglad av stark aggressivitet, där analytikern känner sig ockuperad av patienten samt av patientens närvaro kopplad till rambrott. Diskussion: Samtliga analytiker uppgav att patienterna för dem blivit inre objekt, vilka utgjorde en bestående del av deras inre värld. Detta kunde upplevas både som berikande, i form av känslor av glädje, tillfredställelse och kreativitet, och krävande, i form av känslor av oro, frustration och ilska. I båda fallen upplevdes dock närvaron av patienten i analytikerns inre värld utanför terapin som en tillgång och ett verktyg i den terapeutiska processen. / Introduction: The relationship between analyst and patient in the therapeutic setting is of great importance in therapy, but what is the importance of this relationship outside the therapeutic setting? Question: The purpose of this study is to examine psychoanalysts’ experiences of the patient’s presence in their inner world, outside the therapeutic setting, how the analyst, the therapeutic collaboration and the therapeutic process are affected by this. Method: Five analysts were interviewed using semistructured qualitative interview. The interviews were analyzed using IPA. Results: The analysts described experiences of a calm, creative, fluid, dreamlike presence of the patient, of a burdening presence characterized by concern, of a presence characterized by feelings of both affection and concern, of a transference and counter transference characterized by aggression, where the analyst feels occupied by the patient, and of the patient’s presence linked to frame break. Discussion: All analysts stated that the patients had become internal objects, and a permanent part of their inner world. This could be experienced as both enriching, with feelings of joy, satisfaction and creativity, and demanding, with feelings of concern, frustration and anger. In both cases this presence was, however, experienced as an asset and a tool in the therapeutic process.

Dans le cadre des soins institutionnels apportés à des enfants psychotiques et autistes, il s’agit de s‘interroger sur les processus soignants en groupe déployés à partir de la relation transférocontre- transférentielle en appui à des cadres-dispositifs groupaux, notamment des ateliers à médiations thérapeutiques. Des mouvements transférentiels essentiellement sensori-moteurs se déploient en chaîne de transferts au sein des espaces interstitiels envisagés comme non dédiés au transfert. Ces derniers sont alors oblitérés par des vécus contre-transférentiels massifs et radicaux des soignants. Dès lors, comment l’institution va t-elle appréhender ces moments destructeurs vécus comme des passages à l’acte de plus en plus bruyants ? Nous verrons dans quelles conditions le dispositif analysant institutionnel à l’épreuve de la malléabilité peut participer à la transformation de ces passages à l’acte en mises en acte, s’organisant en processus associatif sensori-perceptivo-moteur. / Within the institutional care offered to psychotic and autistic children, our aim is to question the care-giving group processes which are deployed through the transference and counter transference relationship and which provide support to group settings, particularly groups using therapeutic mediations. Transference movements, especially sensory-motor movements, are displayed in a chain of transferences, within the interstitial spaces which are considered as none dedicated to transference. These spaces are then blocked by massive and dramatic counter transference experiences of the caregivers. Therefore how will the institution apprehend these destructive moments which are experienced as acting outs that are more and more severe? We will see in which condition the institutional analyzing framework, testing its malleability, can participate in the transformation of these acting outs into enactments which organize themselves in a sensory-perceptive-motor associative process.

Made available in DSpace on 2016-07-27T14:21:40Z (GMT). No. of bitstreams: 1 Ana Carolina Aquino de Sousa.pdf: 859405 bytes, checksum: 012e102cd1c0ae09167374dd9968980d (MD5) Previous issue date: 2004-12-03 / This research is an effort to explore, from a functional analytic perspective, the feelings that dealing with borderline clients causes in therapists. First, the therapeutic relationship is described as an instrument that can promote changes in the client s repertoires. This approach considers that if an individual behaves in relation to a therapist in the same way as he behaves in his daily life in relation to other people, these settings are functionally identical. So, changes in one context, will affect the others. Besides, the client s behaviors cause feelings in the therapist (a phenomenon known in psychotherapy literature as counter-transference) that can be used as cues about how other people feel in the client s daily life. So, the therapeutic relationship would be a context that makes in-vivo learning possible for the client, since the behavior can be immediately reinforced or weakened after its occurrence. Four behavioral therapists, who worked with borderline clients, took part in this research. The sessions were conducted weekly and lasted one hour each. Reports by the therapists concerning their feelings were recorded during semistructured interviews and during monthly supervisions with each therapist separately. All recordings were transcribed and explored according the methods of grounded theory. The results indicate that the therapists noted the occurrence of clinically relevant behaviors and countertransference in the therapeutic relationship. During supervision it was tried to lead the participants to use their own feelings (about the client) as cues to promote changes in clients behaviors. They reported that their clients punished many of their new behaviors they were coerced to continue reacting in ways that were complementary to the client s behaviors. The therapists what went back to behave in a way that was safe for them reinforced the problem behaviors of their clients. This counter-therapeutic behavior seems related to experiential avoidance. The results suggest that particular attention to interpersonal interactions during the session is important. It could avoid that the therapeutic relationship maintains the client s problems and can make it possible to take better advantage of the therapist s private responses. / O presente trabalho é um esforço em explorar sentimentos que o atendimento ao cliente borderline provoca em terapeutas, a partir de uma visão analítico-funcional. Primeiro, a relação terapêutica é descrita como um instrumento de mudança que pode promover mudanças no repertório do cliente. Esta abordagem parte do pressuposto de que se o indivíduo se comporta em relação ao terapeuta da mesma maneira que o faz no seu dia a dia com outras pessoas, esses ambientes são funcionalmente idênticos, e que, portanto, se um deles for mudado, esta alteração afetará os demais. Além disso, os sentimentos que os comportamentos do cliente provocam no terapeuta (fenômeno conhecido na literatura psicoterápica como contra-transferência) podem servir como dicas sobre o que outras pessoas do seu cotidiano sentem. Desta forma, a relação terapêutica seria um contexto que possibilita o aprendizado ao vivo para o indivíduo, já que o comportamento pode ser reforçado ou enfraquecido imediatamente após a sua ocorrência. Participaram deste trabalho, quatro terapeutas comportamentais que atendiam clientes borderlines. Elas realizavam os atendimentos semanalmente com sessões de uma hora de duração. Relatos de sentimentos dos terapeutas foram gravados durante entrevistas semiestruturadas e durante supervisões mensais com cada terapeuta separadamente. Todas as gravações foram transcritas e exploradas de acordo com os métodos da teoria fundamentada nos dados. Os resultados apontaram que os terapeutas percebem a ocorrência de comportamentos clinicamente relevantes e de contra-transferência na relação terapêutica. Tentou-se, nas supervisões, levar as participantes a utilizar dos seus próprios sentimentos em relação ao cliente, como dicas para atuar de modo a promover mudanças no repertório do cliente. Elas relataram que muitos dos novos comportamentos adotados por elas, foram punidos pelos seus clientes sendo isto coerção para continuar reagir de forma complementar aos seus comportamentos. As terapeutas, que voltavam a se comportar de modo mais seguro para si reforçaram os comportamentos problemáticos dos clientes. Tal comportamento contra-terapêutico parece relacionado com a esquiva experiencial. Os resultados sugerem que atenção particular para os padrões interpessoais durante a sessão poderia evitar que a relação terapêutica chegasse a manter os problemas do cliente e que um melhor proveito das respostas encobertas do terapeuta para este fim é possível.

Cette recherche propose de porter un regard sur les dynamiques psychiques en jeu, dans les mouvements transférentiels qui émergent lorsque l’enseignant est confronté à la réalité de la rencontre avec l’élève porteur de troubles du comportement. De l’incompréhensible à l’insupportable, de la difficulté à la souffrance, le trouble élève fait effraction dans l’expérience subjective de l’enseignant et génère des « ruptures identificatoires», esquissant une certaine rigidité psychique dans sa posture professionnelle. L’ « extrapolation » des concepts de transfert et de contre-transfert issus du champ de la psychanalyse, permet de dessiner les contours d’un contre-transfert spécifique à l’enseignant dans une relation pédagogique troublée. En tant que sujet désirant, il mobilise des attitudes contre-transférentielles, observables dans leurs effets, relevant soit d’un déjà-là, soit d’une réactivité d’intensité variable, au regard de dysharmonies dans l’articulation de ses désirs et de ses représentations construites et prescrites, caractérisant ses filtres interprétatifs. Comprendre l’économie des dynamiques psychiques de l’enseignant en souffrance professionnelle, dans une approche clinique d’orientation psychanalytique, constitue une assise pour envisager de repenser l’interprétation de son expérience subjective, en faveur d’une Plasticité Posturale Psychique de l’Enseignant. / This research proposes to look at the psychodynamic interactions at play in the transference movements that emerge when a teacher encounters the reality of a pupil with behavioural disorders. From the incomprehensible to the unbearable, from the difficulty to the suffering –the troubled pupil intrudes into the teacher's subjective experience and generates « identity breakdowns », hinting at a certain psychic rigidity in one's professional position. The « extrapolation » of the concepts of transference and counter-transference from the field of psychoanalysis outlines the contours of a counter-transference specific to the teacher in a troubled teaching relationship. As a desired subject, he mobilises counter-transferential attitudes, observable in their effects, falling under either an already-existing responsiveness or one of varying intensity in terms of disharmony in the articulation of his desires, and constructed and prescribed representations characterising his interpretative filters. Understanding the economics of the psychodynamics of the teacher with regard to professional distress, in a clinical approach with a psychoanalytical orientation, constitutes a foundation to consider rethinking the interpretation of his subjective experience in favour of a Psychic Postural Plasticity of the Teacher.