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31	O inconsciente entendido à luz de Gilles Deleuze e Félix Guattari: intersecções entre a psicanálise de Melanie Klein e a esquizoanálise Silva, Dayse Paulo da [UNESP] 13 December 2006 (has links) (PDF) Made available in DSpace on 2014-06-11T19:29:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-13Bitstream added on 2014-06-13T20:38:10Z : No. of bitstreams: 1 silva_dp_me_assis.pdf: 649681 bytes, checksum: 23913eac6bab07592b9fb69e67956fb1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Gilles Deleuze e Félix Guattari, autores do século XX, criaram a Esquizoanálise e estudaram várias áreas de conhecimento, dentre as quais, a Psicologia. A fim de propor um conceito de inconsciente, discussão que ocupa boa parte de sua obra, os teóricos discutiram alguns tópicos da Psicanálise, procurando definir seu funcionamento maquínico. A importância de nosso trabalho reside na reconstituição do inconsciente psicanalítico, aproveitando esses aspectos e apontando perspectivas de análise. Na presente dissertação, focamos-nos nos seus escritos acerca da psicanálise de Melanie Klein, a qual possui como um de seus elementos-chave para a compreensão do inconsciente a noção de objeto parcial. Fez-se necessário, então, investigar essa concepção, pois ela é vital e revolucionária e nos ajuda a compreender o inconsciente, embora Deleuze/Guattari tenham se utilizado dos objetos parciais de forma diferente da autora, procurando ressaltar seus aspectos produtivos. Assim, essa dissertação, que possui um caráter teórico-explorativo, busca entender e sistematizar o pensamento de Deleuze/Guattari no que se refere à construção do inconsciente esquizoanalítico. Para alcançar nosso objetivo, realizamos uma leitura da psicanálise kleiniana a partir da perspectiva esquizoanalítica, procurando intersecções entre esses dois campos epistemológicos. Além disso, quando necessário, complementamos a visão de Deleuze/Guattari. Sendo assim, adotamos como primeiro eixo de análise a dinâmica dos objetos parciais nas posições esquizo-paranóide e depressiva, em relação a sua função integradora ou desintegradora do ego e, como segundo eixo, a participação dos objetos parciais na expressão do corpo... / Gilles Deleuze and Félix Guattari were twentieth century authors who not only studied several knowledge areas, such as Psychology, but also founded Schizoanalysis. In order to elaborate an unconscious concept, these theoreticians discussed some topics from Psychoanalysis. This discussion concerns a great part of their works and searching for a definition of machinic unconscious. The importance of this work lies in the reconstitution of a psychoanalytic unconscious, taking advantage of those productive aspects and showing new perspectives of analysis. In this dissertation, we focused on their writings about Melanie Klein s Psychoanalysis, which possesses as one of its fundamental element the notion of part-objects. Therefore, it was necessary to investigate this statement because it is revolutionary and help us to understand the unconscious. On the other hand, Deleuze/Guattari used these objects in a different way, trying to emphasize the part-object productive aspects. In that way, this study, which has a theoretical-exploratory characteristic, had as purposes to understand and to systematize Deleuze/Guattari s thoughts in reference to the construction of Schizoanalysis unconscious. To reach this goal, we examined Klein s theory through the Schizoanalytic perspective, searching for intersections between these two epistemological fields. Moreover, we complemented Deleuze/Guattari reflections whenever it was necessary. So, as our first point of analysis we adopted the part-object dynamic in paranoid-schizoid and depressive positions in their relation to the ego integrated and desintegrated functions. As our second point, we study how the part-objects participate in the body expression... (Complete abstract, click electronic address below) Deleuze, Gilles, 1925-1995 Guattari, Felix Klein, Melanie, 1882-1960 Psicologia social Psicanalise Inconsciente Unconscious Psychoanalysis Schizoanalysis Psychology
32	Wood Wide Web Vice President Research, Office of the 05 1900 (has links) Melanie Jones and Dan Durall aren't looking to the treetops for clues about the "wood wide web." They're looking to the soil at fungi that are crucial to renewing our forests. Melanie Jones Dan Durall soil biology mycorrhizal fungi Species at Risk Habitat Studies Centre Denise Brooks Canada Foundation for Innovation CFI UBC Okanagan
33	Psychoanalytical approach to serial killers Pistorius, Micki January 1996 (has links) The phenomenon of serial killers is increasing world wide. During the past decade the most memorable cases of serial homicide in South Africa have been those of the "Norwood serial killer", the "Station Strangler", the "Cleveland serial killer", "The Gaunteng serial killer" and the "St Charles serial killer". The enigma surrounding serial killers is the so-called "lack of motive'' for the murders. No extrinsic motive such as robbery, financial gain, revenge or passion exists as there usually would be in the case of other murders. The available literature indicates that several theories have been proposed to explain the origin of serial homicide, but none can explain sufficiently to the author why one person with a certain type of background and exposed to a certain environment becomes a serial killer, whilst another, with a similar background and circumstances does not. The theories that are discussed are the socio-cultural factors, Ressler's motivational model, systemic factors, demonic possession, neurological factors, psychogenic factors and fantasy. In this thesis the author attempts to answer the question "What is the origin of serial homicide" by applying selected aspects of the psychoanalytic theories of Freud and Melanie Klein on two case studies of South African serial killers. The author formulates twenty nine statements of her own, based on the theories of Freud and Klein which she applies to the two case studies. The cases of the "Station Strangler" in Mitchell's Plain, Cape province, and the "St Charles serial killer" in Donnybrook, KwaZulu Natal are selected. Both of these serial killers are organized in their modus operandi, but the "Station Strangler" is a ego-dystonic killer and the "St Charles serial killer" a ego-syntonic serial killer. The method of research is a qualitative case study method. The author divides the selected aspects of Freud and Klein's theories into categories and analyses the two cases presented according to these categories. In the final chapter she draws maps to illustrate the psychoanalytical developmental paths of serial killers in general and for each of the two cases. Multiple data sources are used for example interviews with the serial killers and their families, police dockets, court proceedings and psychiatric records. Multiple data sources, explanation building and replication by way of multiple case studies are employed to ensure construct validity, internal validity and external validity respectively. Reliability is supported by entering the data in a South African Police Service data base. In conclusion the author compares the differences and similarities between the two case studies, and discusses the statements which are supported by this research. She also recommends that those statements which are not supported, be discussed in consecutive case studies. The statements are generalized to all serial killers. / Thesis (PhD)--University of Pretoria, 1996. / gm2013 / Psychology / unrestricted Serial killers Serial homicide Freud Melanie Klein Psychoanalysis Psychosexual developmental phases Qualitative research Case study method Station Strangler St Charles serial killer UCTD
34	“Judas’ kiss” - the experience of betrayal : a Kleinian approach Ferreira, Marta Anna 11 September 2007 (has links) The purpose of this study was to discover and describe the structure and essential meaning of the experience of betrayal in intimate relationships. Previous and current research has directed much attention to the consequences and effects of betrayal in relationships, however the essential experience of the phenomenon of betrayal has received less attention. The experience of betrayal was approached from a Kleinian perspective. A review of the literature revealed that betrayal per se is less frequently found in psychological texts although extensive reference to the construct is found in the field of sociology, in texts on deviance (Ben-Yehuda, 2001). However, inherent aspects of the phenomenon may be recalled for the purposes of this study, notably trust and loyalty. Trust is considered to be an intrinsic variable in the phenomenon of betrayal. Loyalty appears to be an interchangeable variable and is briefly included in this study. Trust as a significant aspect in the establishment of human relationships was discussed with reference to relevant psychological paradigms. The bridge to Kleinian theory was formed using trust as a fundamental aspect of the primary mother-infant relationship. Further exploration of core Kleinian constructs and Klein’s developmental positions, were also integrated in elucidating the phenomenon of betrayal in intimate relationships. Being qualitative in nature, the experience of betrayal was explored using research principles of grounded theory (Strauss&Corbin, 1990/1998) for the purposes of data reduction, analysis and generation of theory. In addition, the qualitative research interview, proposed by Kvale (1996), was used to collect the data. In-depth interviews with five participants and a second interview with one of the participants were conducted. The participants were unknown to myself as the researcher, prior to commencing the study and they were formally approached by three fellow practising psychologists. Furthermore, the study of the experience of betrayal included verification of the transcribed interviews by the participants, prior to data reduction and analysis. In this manner, opportunities for further reflection and an enhanced understanding of the experience of betrayal were provided. The core category which emerges from this inquiry is a sense of alienation which individuals experience as a result of betrayal in intimate relationships. Therefore, contrary to Klein’s extensive emphasis on intrapsychic processes, the interpersonal nature of individuals cannot be excluded or underestimated. These findings specifically contribute to Kleinian theory, social psychology, sociology, theology and psychotherapy. In this study the participants’ experience of betrayal, the consequences for the participants themselves and the outcome of the relationships were addressed. Furthermore, the significance of cognitive processes in adulthood and the theoretical implications of the relational phenomenon of betrayal for further research were mentioned. Contributions to Klein’s theory as well as a critical review of the research methodology and a critique of the strengths and limitations of this study were also included. / Thesis (PhD)--University of Pretoria, 2007. / Psychology / PhD / Unrestricted Melanie klein Qualitative research Society Betrayal Object relations Infidelity Cognitive processes Loneliness Cognitive research Trust Grounded theory Intrapsychic processes A sense of alienation UCTD
35	A subjetivação da criança escolar : um estudo sobre o tempo de latência Drügg, Angela Maria Schneider January 2007 (has links) A presente pesquisa consiste num estudo sobre o processo de constituição psíquica da criança em idade escolar a partir do conceito tempo de latência, buscando articulá-lo ao processo de escolarização da infância. Situa o conceito no conjunto da obra freudiana desde seus primeiros trabalhos sobre as neuroses e a sexualidade infantil, passa pelo período de formulação da teoria das pulsões, localiza-o no contexto da teoria estrutural e, igualmente, nas reflexões de Freud acerca das relações entre natureza e cultura. Em sucessão, verifica os desdobramentos que o conceito tem na obra de reconhecidos psicanalistas que se dedicaram à análise de crianças, como Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff e Françoise Dolto, culminando com uma leitura do tempo de latência como um tempo lógico a partir do enfoque lacaniano. Enquanto tempo lógico infere que a latência não decorre de um processo natural, desencadeado pelo organismo, e sim pela demanda do Outro. Nesse sentido procura vinculá-lo às transformações culturais da modernidade, entre estas o processo de escolarização da infância. Sustenta que a escolarização favorece a constituição do tempo de latência, na medida em a escola se organiza como o espaço social destinado à criança, distanciando-a do ambiente familiar sem, no entanto, incluí-la no mundo adulto, ao mesmo tempo em que possibilita formas de sublimação. Entendendo o tempo de latência como uma produção do laço social, cogita que novas transformações na cultura podem extingui-lo enquanto tempo constitutivo. Aponta que fraturas na sustentação do trabalho psíquico deste tempo constitutivo aparecem em algumas formações clínicas, como a inibição intelectual e a fobia escolar. / The research consists of a study on the process of psychic constitution of the child in school age from the concept of latency time, searching the education process of infancy. It points out the concept in the set of the Freudian workmanship since the first works on the neuroses and the infantile sexuality, passes for the period of formularization of the drive theory, still locates it in the context of the structural theory and in the reflections of Freud about the relations between nature and culture. To leave of this, it verifies the unfoldings that the concept has in the workmanship of recognized psychoanalysts who had dedicated themselves to analyze of children as Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff and Françoise Dolto, culminating with a reading of the latency time as a logical time from the lacanian approach. While logical time understands that the latency does not elapse of a natural process, unchained for the organism, and yes for the demand of the Other. In this direction it searches to tie it to the cultural transformations of modernity, between these the education process of infancy. It supports that the education favors the constitution of the latency time, in the measure where the school is organized as the social space destined to the child, distancing itself of the familiar environment without, in meanwhile include them in the adult world, at the same time where it makes possible subliming forms. Understanding the latency time as a production of the social bow, it cogitates that new transformations in the culture can extinguish it while constituent time. It points that breakings in the sustentation of the psychic work of the latency appear in some clinical formations as the intellectual inhibition and the pertaining to school phobia. Freud, Sigmund, 1856-1939 Klein, Melanie, 1882-1960 Freud, Anna, 1895-1982 Winnicott, Donald Woods, 1896-1971 Sarnoff, Charles Dolto, Françoise, 1908-1988 Lacan, Jacques, 1901-1981 Psicanálise Cultura Educação Subjetividade Idade escolar Tempo de latência Sexualidade Psicologia clínica Criança Pulsão Complexo de Édipo Infância Socialização Time of latency Psychic constitution Drive Social bow Education process
36	A subjetivação da criança escolar : um estudo sobre o tempo de latência Drügg, Angela Maria Schneider January 2007 (has links) A presente pesquisa consiste num estudo sobre o processo de constituição psíquica da criança em idade escolar a partir do conceito tempo de latência, buscando articulá-lo ao processo de escolarização da infância. Situa o conceito no conjunto da obra freudiana desde seus primeiros trabalhos sobre as neuroses e a sexualidade infantil, passa pelo período de formulação da teoria das pulsões, localiza-o no contexto da teoria estrutural e, igualmente, nas reflexões de Freud acerca das relações entre natureza e cultura. Em sucessão, verifica os desdobramentos que o conceito tem na obra de reconhecidos psicanalistas que se dedicaram à análise de crianças, como Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff e Françoise Dolto, culminando com uma leitura do tempo de latência como um tempo lógico a partir do enfoque lacaniano. Enquanto tempo lógico infere que a latência não decorre de um processo natural, desencadeado pelo organismo, e sim pela demanda do Outro. Nesse sentido procura vinculá-lo às transformações culturais da modernidade, entre estas o processo de escolarização da infância. Sustenta que a escolarização favorece a constituição do tempo de latência, na medida em a escola se organiza como o espaço social destinado à criança, distanciando-a do ambiente familiar sem, no entanto, incluí-la no mundo adulto, ao mesmo tempo em que possibilita formas de sublimação. Entendendo o tempo de latência como uma produção do laço social, cogita que novas transformações na cultura podem extingui-lo enquanto tempo constitutivo. Aponta que fraturas na sustentação do trabalho psíquico deste tempo constitutivo aparecem em algumas formações clínicas, como a inibição intelectual e a fobia escolar. / The research consists of a study on the process of psychic constitution of the child in school age from the concept of latency time, searching the education process of infancy. It points out the concept in the set of the Freudian workmanship since the first works on the neuroses and the infantile sexuality, passes for the period of formularization of the drive theory, still locates it in the context of the structural theory and in the reflections of Freud about the relations between nature and culture. To leave of this, it verifies the unfoldings that the concept has in the workmanship of recognized psychoanalysts who had dedicated themselves to analyze of children as Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff and Françoise Dolto, culminating with a reading of the latency time as a logical time from the lacanian approach. While logical time understands that the latency does not elapse of a natural process, unchained for the organism, and yes for the demand of the Other. In this direction it searches to tie it to the cultural transformations of modernity, between these the education process of infancy. It supports that the education favors the constitution of the latency time, in the measure where the school is organized as the social space destined to the child, distancing itself of the familiar environment without, in meanwhile include them in the adult world, at the same time where it makes possible subliming forms. Understanding the latency time as a production of the social bow, it cogitates that new transformations in the culture can extinguish it while constituent time. It points that breakings in the sustentation of the psychic work of the latency appear in some clinical formations as the intellectual inhibition and the pertaining to school phobia. Freud, Sigmund, 1856-1939 Klein, Melanie, 1882-1960 Freud, Anna, 1895-1982 Winnicott, Donald Woods, 1896-1971 Sarnoff, Charles Dolto, Françoise, 1908-1988 Lacan, Jacques, 1901-1981 Psicanálise Cultura Educação Subjetividade Idade escolar Tempo de latência Sexualidade Psicologia clínica Criança Pulsão Complexo de Édipo Infância Socialização Time of latency Psychic constitution Drive Social bow Education process
37	A subjetivação da criança escolar : um estudo sobre o tempo de latência Drügg, Angela Maria Schneider January 2007 (has links) A presente pesquisa consiste num estudo sobre o processo de constituição psíquica da criança em idade escolar a partir do conceito tempo de latência, buscando articulá-lo ao processo de escolarização da infância. Situa o conceito no conjunto da obra freudiana desde seus primeiros trabalhos sobre as neuroses e a sexualidade infantil, passa pelo período de formulação da teoria das pulsões, localiza-o no contexto da teoria estrutural e, igualmente, nas reflexões de Freud acerca das relações entre natureza e cultura. Em sucessão, verifica os desdobramentos que o conceito tem na obra de reconhecidos psicanalistas que se dedicaram à análise de crianças, como Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff e Françoise Dolto, culminando com uma leitura do tempo de latência como um tempo lógico a partir do enfoque lacaniano. Enquanto tempo lógico infere que a latência não decorre de um processo natural, desencadeado pelo organismo, e sim pela demanda do Outro. Nesse sentido procura vinculá-lo às transformações culturais da modernidade, entre estas o processo de escolarização da infância. Sustenta que a escolarização favorece a constituição do tempo de latência, na medida em a escola se organiza como o espaço social destinado à criança, distanciando-a do ambiente familiar sem, no entanto, incluí-la no mundo adulto, ao mesmo tempo em que possibilita formas de sublimação. Entendendo o tempo de latência como uma produção do laço social, cogita que novas transformações na cultura podem extingui-lo enquanto tempo constitutivo. Aponta que fraturas na sustentação do trabalho psíquico deste tempo constitutivo aparecem em algumas formações clínicas, como a inibição intelectual e a fobia escolar. / The research consists of a study on the process of psychic constitution of the child in school age from the concept of latency time, searching the education process of infancy. It points out the concept in the set of the Freudian workmanship since the first works on the neuroses and the infantile sexuality, passes for the period of formularization of the drive theory, still locates it in the context of the structural theory and in the reflections of Freud about the relations between nature and culture. To leave of this, it verifies the unfoldings that the concept has in the workmanship of recognized psychoanalysts who had dedicated themselves to analyze of children as Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff and Françoise Dolto, culminating with a reading of the latency time as a logical time from the lacanian approach. While logical time understands that the latency does not elapse of a natural process, unchained for the organism, and yes for the demand of the Other. In this direction it searches to tie it to the cultural transformations of modernity, between these the education process of infancy. It supports that the education favors the constitution of the latency time, in the measure where the school is organized as the social space destined to the child, distancing itself of the familiar environment without, in meanwhile include them in the adult world, at the same time where it makes possible subliming forms. Understanding the latency time as a production of the social bow, it cogitates that new transformations in the culture can extinguish it while constituent time. It points that breakings in the sustentation of the psychic work of the latency appear in some clinical formations as the intellectual inhibition and the pertaining to school phobia. Freud, Sigmund, 1856-1939 Klein, Melanie, 1882-1960 Freud, Anna, 1895-1982 Winnicott, Donald Woods, 1896-1971 Sarnoff, Charles Dolto, Françoise, 1908-1988 Lacan, Jacques, 1901-1981 Psicanálise Cultura Educação Subjetividade Idade escolar Tempo de latência Sexualidade Psicologia clínica Criança Pulsão Complexo de Édipo Infância Socialização Time of latency Psychic constitution Drive Social bow Education process
38	Encountering maternal silence: writing strategies for negotiating margins of mother/ing in contemporary Canadian prairie women's poetry Hiebert, Luann E. 11 April 2016 (has links) Contemporary Canadian prairie women poets write about the mother figure to counter maternal suppression and the homogenization of maternal representations in literature. Critics, like Marianne Hirsch and Andrea O’Reilly, insist that mothers tell their own stories, yet many mothers are unable to. Daughter and mother stories, Jo Malin argues, overlap. The mother “becomes a subject, or rather an ‘intersubject’” in the text (2). Literary depictions of daughter-mother or mother-child intersubjectivities, however, are not confined to auto/biographical or fictional narratives. As a genre and potential site for representing maternal subjectivities, poetry continues to reside on the margins of motherhood studies and literary criticism. In the following chapters, I examine the writing strategies of selected poets and their representations of mothers specific to three transformative occasions: mourning mother-loss, becoming a mother, and reclaiming a maternal lineage. Several daughter-poets adapt the elegy to remember their deceased mothers and to maintain a connection with them. In accord with Tanis MacDonald and Priscila Uppal, these poets resist closure and interrogate the past. Moreover, they counter maternal absence and preserve her subjectivity in their texts. Similarly, a number of mother-poets begin constructing their mother-child (self-other) relationship prior to childbirth. Drawing on Lisa Guenther’s notions of “birth as a gift of the feminine other” and welcoming the stranger (49), as well as Emily Jeremiah’s link between “‘maternal’ mutuality” and writing and reading practices (“Trouble” 13), I investigate poetic strategies for negotiating and engaging with the “other,” the unborn/newborn and the reader. Other poets explore and interweave bits of stories, memories, dreams and inklings into their own motherlines, an identification with their matrilineage. Poetic discourse(s) reveal the limits of language, but also attest to the benefits of extra-linguistic qualities that poetry provides. The poets I study here make room for the interplay of language and what lies beyond language, engaging the reader and augmenting perceptions of the maternal subject. They offer new ways of signifying maternal subjectivities and relationships, and therefore contribute to the ongoing research into the ever-changing relations among maternal and cultural ideologies, mothering and feminisms, and regional women’s literatures. / May 2016 Elegiac poetry Motherhood Maternity poetry Canadian poetry Women authors Poetics Maternal subjectivity Maternal theory Feminist poetry Prairie poetry Pregnancy Childbirth Mourning mother loss Mourning child loss Maternal lineage Mother poets Prairie women's poetry 21st century poetry Ariel Gordon Barbara Langhorst Canadian literature (English) Charlene Diehl-Jones Claire Harris Cultural transmission Cultural violence Culture and motherhood Domestic violence Elegy Hospitality and responsibility Jennifer Still Lisa Martin-DeMoor Literary criticism Louise Bernice Halfe Maternal discourse Maternal aesthetics Maternal inheritance Maternal silence Maternal writing Méira Cook Erín Moure Melanie Dennis Unrau Mother myths Postcolonial writing Motherhood studies Motherhood and feminism Prairie women poets Regional literature Rita Bouvier Sally Ito Sarah Klassen Su Croll Subjectivity Writing and motherhood Writing the other

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