Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Em pleno século XXI cabe a nós educadores, pensadores da Educação, refletirmos sobre novas formas de investimento para a melhoria da qualidade do Ensino. Inúmeras contribuições de naturezas distintas poderiam ser relatadas a fim de contribuir para tal, mas o que proponho nessa investigação é o investimento no que é a essência do humano: o vínculo. Há tempos se sabe sobre a importância das relações interpessoais na constituição do sujeito, mas será que no dia-a-dia das instituições educacionais existe, de fato, um investimento efetivo nesse olhar para dentro de si e para o outro? A escola enquanto espaço público, de primazia coletiva, lida cotidianamente com os vínculos no grupo; o mesmo ocorre em tantos outros ambientes educativos, que propõem projetos sociais, artísticos e esportivos para milhares de crianças e jovens de nosso país. Quantos educadores tiveram a oportunidade de estabelecer um diálogo mais próximo com a psicologia e com a psicanálise durante sua formação? Que conhecimentos puderam construir a respeito dos funcionamentos grupais e das possibilidades de manejar os conflitos e resistências que emergem no grupo? Com referência nas idéias de três autores de base psicanalítica - S. Freud, D. W. Winnicott e R. Kaës - relato e analiso duas experiências vivenciadas em pequenos grupos pertencentes a duas instituições escolares de grande porte. Em A Cortina de Miçangas Musical, compartilho a experiência que vivi como professora, na Escola Vera Cruz. Em A Reabertura da Biblioteca, socializo a experiência vivida junto a um grupo de adolescentes, pais e funcionários da Escola Estadual Salvador Moya, como coordenadora do Projeto Abrace Seu Bairro. Que elementos no manejo grupal podem facilitar ou obstaculizar o nascimento de criações coletivas resultantes do encontro das intersubjetividades de seus integrantes? A reflexão - teórica, prática e sensível - é instrumento essencial para que os sons e os ruídos do grupo, possam ser transformados em música; para que o timbre de cada instrumento (indivíduo) possa aparecer sem encobrir o timbre do outro; para que os músicos dessa orquestra (grupo) possam tocar juntos, ora com melodias mais harmônicas, ora com novos padrões tonais. Reflexão esta: sobre os movimentos do educador, dos alunos e do grupo; sobre a maneira com que os vínculos são estabelecidos no coletivo; sobre os papéis e sobre as tarefas de cada um imerso nessa grupalidade; sobre a presença de uma relação horizontal ou hierarquizada entre seus integrantes; sobre o amadurecimento das relações; sobre a função continente que o grupo pode assumir; sobre a existência ou não do sentimento de pertencimento, enfim, sobre a possibilidade do educador construir um olhar clínico e uma escuta sensível-reflexiva, sobre o grupo, de forma que ele, o grupo, possa ser reconhecido como sujeito da criação. / In the 21st century it is up to us, educators who carry out research, to think about new forms of investments to improve the educational system. In that sense, many contributions of different areas can be reported. However, my proposal in this research is to focus on what is, in my opinion, the essence of humanity: relationships. We have known for a long time of the importance of inter-personal relationships in the formation of the subject. Our question, however, is whether in the daily life of educational institutions there is an effective investment in looking inwards and outwards. The school as a public space, where the concept of group prevails, deals day by day with group links. The same thing occurs in many other educational establishments that have social, artistic and sports activities to thousands of children and teenagers in our country. How many educators have had the opportunity to establish a closer dialogue with psychology and psychoanalysis in their education? What kind of knowledge they were able to form about group functioning and about the possibilities of managing the conflicts and barriers that emerge in a group? Regarding the ideas of three authors of the psychoanalysis school - S. Freud, D. W. Winnicott and R. Kaës - I report and analyze two experiences lived by small groups of two big schools. In The Curtain of Musical Beads I share the experience I have had with my students as a teacher in the Vera Cruz School in kindergarten (first year of the EFI). In the Reopening of the Library I share the experience lived with a group of teenagers, parents and employees of the Salvador Moya State School in my post as coordinator of the project Embrace your Neighborhood. What managing elements can make easier or harder the emergence of collective creativity that results of the interaction of several subjectivities? Thought - whether theoretical, practical and based on sensibility - is a fundamental tool for the sounds and noises of a group to become music; for the tone of each musical instrument (individual) can emerge without concealing the others; for the musicians of this orchestra (group) to be enabled to play together with either more harmonic or with new tonal melodies? What are the movements the educator should follow regarding the students and the group? How the collective links are established? What are the roles and the tasks of each one in the group? Is there a horizontal or hierarchy based relationship among them? What is the connective function that the group may exert? Is there a feeling of belonging to the group? What is the possibility of the educator forming a clinical regard and a sensible-reflexive hearing about the group so that the group itself can be recognized as the subject of the creativity?

Em pleno século XXI cabe a nós educadores, pensadores da Educação, refletirmos sobre novas formas de investimento para a melhoria da qualidade do Ensino. Inúmeras contribuições de naturezas distintas poderiam ser relatadas a fim de contribuir para tal, mas o que proponho nessa investigação é o investimento no que é a essência do humano: o vínculo. Há tempos se sabe sobre a importância das relações interpessoais na constituição do sujeito, mas será que no dia-a-dia das instituições educacionais existe, de fato, um investimento efetivo nesse olhar para dentro de si e para o outro? A escola enquanto espaço público, de primazia coletiva, lida cotidianamente com os vínculos no grupo; o mesmo ocorre em tantos outros ambientes educativos, que propõem projetos sociais, artísticos e esportivos para milhares de crianças e jovens de nosso país. Quantos educadores tiveram a oportunidade de estabelecer um diálogo mais próximo com a psicologia e com a psicanálise durante sua formação? Que conhecimentos puderam construir a respeito dos funcionamentos grupais e das possibilidades de manejar os conflitos e resistências que emergem no grupo? Com referência nas idéias de três autores de base psicanalítica - S. Freud, D. W. Winnicott e R. Kaës - relato e analiso duas experiências vivenciadas em pequenos grupos pertencentes a duas instituições escolares de grande porte. Em A Cortina de Miçangas Musical, compartilho a experiência que vivi como professora, na Escola Vera Cruz. Em A Reabertura da Biblioteca, socializo a experiência vivida junto a um grupo de adolescentes, pais e funcionários da Escola Estadual Salvador Moya, como coordenadora do Projeto Abrace Seu Bairro. Que elementos no manejo grupal podem facilitar ou obstaculizar o nascimento de criações coletivas resultantes do encontro das intersubjetividades de seus integrantes? A reflexão - teórica, prática e sensível - é instrumento essencial para que os sons e os ruídos do grupo, possam ser transformados em música; para que o timbre de cada instrumento (indivíduo) possa aparecer sem encobrir o timbre do outro; para que os músicos dessa orquestra (grupo) possam tocar juntos, ora com melodias mais harmônicas, ora com novos padrões tonais. Reflexão esta: sobre os movimentos do educador, dos alunos e do grupo; sobre a maneira com que os vínculos são estabelecidos no coletivo; sobre os papéis e sobre as tarefas de cada um imerso nessa grupalidade; sobre a presença de uma relação horizontal ou hierarquizada entre seus integrantes; sobre o amadurecimento das relações; sobre a função continente que o grupo pode assumir; sobre a existência ou não do sentimento de pertencimento, enfim, sobre a possibilidade do educador construir um olhar clínico e uma escuta sensível-reflexiva, sobre o grupo, de forma que ele, o grupo, possa ser reconhecido como sujeito da criação. / In the 21st century it is up to us, educators who carry out research, to think about new forms of investments to improve the educational system. In that sense, many contributions of different areas can be reported. However, my proposal in this research is to focus on what is, in my opinion, the essence of humanity: relationships. We have known for a long time of the importance of inter-personal relationships in the formation of the subject. Our question, however, is whether in the daily life of educational institutions there is an effective investment in looking inwards and outwards. The school as a public space, where the concept of group prevails, deals day by day with group links. The same thing occurs in many other educational establishments that have social, artistic and sports activities to thousands of children and teenagers in our country. How many educators have had the opportunity to establish a closer dialogue with psychology and psychoanalysis in their education? What kind of knowledge they were able to form about group functioning and about the possibilities of managing the conflicts and barriers that emerge in a group? Regarding the ideas of three authors of the psychoanalysis school - S. Freud, D. W. Winnicott and R. Kaës - I report and analyze two experiences lived by small groups of two big schools. In The Curtain of Musical Beads I share the experience I have had with my students as a teacher in the Vera Cruz School in kindergarten (first year of the EFI). In the Reopening of the Library I share the experience lived with a group of teenagers, parents and employees of the Salvador Moya State School in my post as coordinator of the project Embrace your Neighborhood. What managing elements can make easier or harder the emergence of collective creativity that results of the interaction of several subjectivities? Thought - whether theoretical, practical and based on sensibility - is a fundamental tool for the sounds and noises of a group to become music; for the tone of each musical instrument (individual) can emerge without concealing the others; for the musicians of this orchestra (group) to be enabled to play together with either more harmonic or with new tonal melodies? What are the movements the educator should follow regarding the students and the group? How the collective links are established? What are the roles and the tasks of each one in the group? Is there a horizontal or hierarchy based relationship among them? What is the connective function that the group may exert? Is there a feeling of belonging to the group? What is the possibility of the educator forming a clinical regard and a sensible-reflexive hearing about the group so that the group itself can be recognized as the subject of the creativity?

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Syfte och frågeställningar Syftet med studien var att undersöka samband mellan socialt stöd och nätverk gentemot upplevd fysisk och psykisk hälsa hos gymnasielever i årskurs tre. Frågeställningarna var huruvida det fanns några samband mellan socialt stöd och nätverk gentemot upplevd fysisk och psykisk hälsa, vilken form av socialt stöd och nätverk som var mest relevant och vilken roll dess storlek har, samt om det fanns några skillnader mellan könen i förhållandet till socialt stöd och nätverk. Metod Undersökningen är en explorativ och kvantitativ enkätstudie där totalt 326 individer från olika skolor i Eskilstuna, Stockholm och Filipstad ingick. Åldern på deltagarna varierade mellan 17 och 21 år och medelålder var 18 (±0,7) år. 198 var tjejer och 123 killar, fem personer ville ej svara på frågan eller uppfattade sig inte som något av alternativen. Deltagarna besvarade frågor med fasta svarsalternativ kring kvalitén på sitt sociala stöd och storleken på sitt sociala nätverk, samt om upplevd fysisk och psykisk hälsa. Därefter genomfördes olika korrelationsobservationer för att finna eventuella samband mellan de olika faktorerna. Deltagarna till studien har valts utifrån ett icke slumpmässigt, till viss del typiskt, bekvämlighetsmässigt urval. Resultat Signifikanta positiva samband noterades mellan graden av socialt stöd (kvalitet) och upplevd psykisk respektive fysisk hälsa. Starkast korrelation fanns mellan psykisk hälsa och socialt stöd (r = 0,46). Svaga positiva korrelationer fanns mellan antalet (kvantitet) vänner (r = 0,19) respektive familjemedlemmar och släktingar (r = 0,19) gentemot psykisk hälsa, och i förhållande till familj och släkt även den fysiska (r = 0,14). Inga signifikanta skillnader kunde ses mellan könen. Slutsats Studiens hypotes om en positiv samvariation mellan upplevd hälsa och socialt stöd och nätverk stämde i de flesta fall och kvalitet visade sig vara överordnad kvantitet. / Aim The purpose of this study was to examine relations between social support and networks, against the perceived physical and mental health of high school students in grade three. The question formulations were whether there was any correlation between social support and networks against perceived physical and mental health, which form of social support and network that were most relevant and what role its size has, and if there were any gender differences in relation to social support and networks. Method The study is an exploratory and quantitative survey in which a total of 326 individuals were included from various schools in Eskilstuna, Stockholm and Filipstad. The age of the participants ranged between 17 and 21 years, and mean age was 18 (±0.7) years, 198 were girls and 123 boys, five people did not answer the question or did not perceived themselves as either one of the options. The participants answered questions with response sets about the quality of their social support and the size of their social network and perceived physical and mental health. After that, observations were completed to find eventual correlations between the different factors. Participants for this study were selected on a non-random, somewhat typical, conveniences based method. Results Significant positive correlations were observed between the degree of social support (quality) and perceived mental and physical health Strongest correlation was found between mental health and social support (r = 0,46). Low positive correlation was found between the number (quantity) of friends (r = 0,19) and family/relatives (r = 0,19) in relation to mental health, and in relation to family and relatives also the physical health (r = 0,14). No significant differences were seen between the sexes. Conclusion The study’s hypothesis of a positive correlation between perceived health and social support and network sued in most cases, and the quality was shown to be superior to the quantity.

No description available.

This thesis focuses on issues of multi-layered identities within a social space. It analyzes ritual (or ceremony) as one of the codified displays of culture within which collective ideas and attitudes regarding identity are manifested, shared, and strengthened. Bosnian Serbs - due to political and social change - were forced to redefine their position in society, as well as their (collective) identities and social ties. Slava is a fundamental ritual seen as an attribute of "Serbianness", and in the context of this study, manifests itself as an indicator of establishment and validity of collective identities. Slava is a traditional celebration practiced by Orthodox believers in Serbia, Bosnia and Herzegovina, Montenegro, Bulgary, Albania, and Macedonia. It is a festivity of either a family, village, or local church patron. At the center of this research will be an individual slava of a family patron saint, krsna slava, or krsno ime. For Bosnian Serbs, krsna slava is currently a revitalized ritual concurring with local tradition and convening with social ambitions of current inhabitants in the region (otherwise it would not be revitalized). The pertinence of this research subject is given by the nature of ritual itself as it is founded on collective sharing and the manifestation of common ideas1 ....

Syftet med studien är att undersöka hur förändringar inom kriminalvården påverkar kriminalvårdares arbetsvillkor och förutsättningarna för det emotionella arbetet.  Därför har vi lagt fokus på kriminalvårdens arbete som präglats av de förändringar som skett, både på arbetstid och privat. Därför har vi gjort en tydlig avgränsning gällande just kriminalvårdare, för att det är de som utför emotionellt arbete.  Vi har använt oss av en kvalitativ studie där vi har intervjuat åtta kriminalvårdare. För att hitta de respondenterna har vi kombinerat ett bekvämlighetsurval med ett målstyrt urval. Vi har använt oss av ett emotionssociologiskt perspektiv där vi utgår ifrån Arlie Hochschilds teori om emotionellt arbete. Vi har också använt oss av Lean production, just in time för att förstå förändringarna i organisationen samt Thomas J. Scheffs teori om sociala band och känslorna skam och stolthet som påverkar det sociala samspelet.  Arbetet som kriminalvårdare är en emotionellt krävande uppgift. Förändringarna inom organisationen har lett till en mer pressad arbetsmiljö som har påverkat arbetsvillkoren. Kriminalvårdare uppmärksammar de långa och intensiva arbetsdagarna som leder till trötthet och utmattning. Det har även märkt av en högre arbetsbelastning på sig själva och deras kollegor som har resulterat till flera sjukskrivningar och uppsägningar. / The purpose of this studie is to investigate how changes in prison affect the prison guards' conditions and the conditions for the emotional labor. Therefore have we focused on the prison guards' work, which is characterized by changes that have taken place that affects both working hours and privately. Therefore have we made clear demarcation regarding just prison guards, because it is them who performs emotional labor. We have used a qualitative study where we have interviewed eight prison guards. To find the respondents, we have combined a convenience selection with a goal-oriented selection. We have used an emotional sociological perspective where we start from Arlie Hochschild's theory of emotional labor. We have also used Lean production, just in time to understand the changes in the organization and Thomas J. Scheff's theory of social ties and feelings of shame and pride that affects social interactions. Working in a prison as a prison guard is a difficult emotional request. The changes within the organization have led to a more pressured work environment that has affected working conditions. Prison guards pay attention to the long and intense working days that lead to fatigue and exhaustion. It has also been noticed by a higher workload on themselves and their colleagues which has led to more sick leave and dismissals.

L’Arabie Saoudite a été exposée, pendant la dernière décennie, à des actes terroristes menés par une classe déviante de certains de ses enfants, influencés par une mauvaise pensée et une compréhension confuse. Le gouvernement a entrepris de réagir fermement et sévèrement contre ces groupes déviants par tous les moyens et en ayant recours aux forces de sécurité et aux militaires. Les affrontements entre les forces militaires et ce groupe déviant ont conduit à la mort d'un certain nombre de militaires pendant l'exercice de leur devoir de défense de la patrie. Toutes les nations, à travers l'histoire, ont eu à coeur d’honorer comme des héros nationaux ceux qui étaient morts dans les batailles et les guerres, qui avaient donné leur vie et versé leur sang pour sauver leur patrie et leur nation. Cette reconnaissance inclut d’honorer les familles des morts et leurs proches. Par conséquent, le gouvernement du Royaume d'Arabie Saoudite a tenu à offrir des services sociaux complets aux familles des victimes du terrorisme. Cette étude révèle les efforts déployés par le ministère de l'Intérieur dans la fourniture de l'aide sociale aux familles des victimes après la perte de leur soutien. Elle se concentre sur l'analyse de ces aides de l’Etat dans diverses situations et de l’influence qu’elles ont sur les familles. La société saoudienne se caractérise par sa foi dans les liens sociaux ; à ce titre, ces victimes méritent d'être reconnues, et leur famille, qui a été confiée à la communauté après avoir perdu le soutien que représentait, pour elle, la victime, mérite attention et protection sociale. / Saudi Arabia has been exposed, over the last decade, to terrorist acts on the hands of a deviant group of people, influenced by wrong thoughts and chaotic perspectives. The Government has undertaken to, firmly and strictly, respond to these deviant groups by all means through its security and military institutions. The combats between the military forces and this deviant group have led to the kill of a number of soldiers during doing their duty to defend their homeland. All nations, throughout history, have been keening on honoring their national heroes; the victims, those who had died in battles and wars against terrorism paying their lives and blood for the sake of their country, and consequently, their nation. This appreciation extends to include honoring the victims’ families. Therefore, the Government of the Kingdom of Saudi Arabia has been committed to providing them with a comprehensive social care as a kind of appreciation for their efforts. This study reveals the efforts of the Ministry of Interior to provide the victims’ families with social assistance as victims of their boundless loss. It focuses on analyzing the subsidies offered for those special cases in different situations and its influence on them socially and psychologically. Saudi society is characterized by its faith in social ties; as such, these victims and their families deserve recognition and appreciation especially after losing their own support.