Abstract
This document explores the complexities of student difficulty and school failure, highlighting the interactions between students, teachers, and knowledge, and the various factors contributing to these issues.
Extract
[...] These general observations must be enlightened at least on two points: the forms taken by school failure and especially its causes. At least two major categories of difficulties can hinder the student in their school journey, in their learning of knowledge: - Cognitive disorders: the ability to learn - The psychological disorders: related to the stress that learning can cause. Cognitive disorders: the word 'cognitive' encompasses « the entire set of mental processes that enable a human being to acquire, process, store, and use information or knowledge to solve problems, make decisions», etc. [...]
[...] To assert their difference and reinforce their identity, adolescents will express themselves through 'action', in the form of academic difficulties, dysfunctions, and other complications with potential neurotic potential. If adolescence is often perceived as a period of crisis resulting from 'the opposition between sexual drives and the defenses of the ego', as we have previously discussed, J.D. Nasio21 perceives as discreet and silent process that will be completed with the conquest of maturity, that is, with the symbolization of lost childhood ». [...]
[...] Blos15 also publishes a fundamental work concerning adolescents in 1962, in the United States. At the same time, É. Kestemberg16 in France, she takes up the work of P. Male, and asserts that 'everything is played out in adolescence, during the latency period, when everything is being prepared in childhood.' For her, adolescence would be a kind of 'psychic organizer,' comparable to the anxiety of the eighth month advocated by Spitz in the child, or 'anxiety in the face of the stranger.' The term 'crisis' takes on its full meaning, highlighting the possible developments and specific rearrangements of this period, while taking into account the risks of negative evolution that can occur. [...]
[...] It is for the individual to open up to new desires, to think differently and to change their behavior: 'The adolescent must both lose and invent, disappear as a child and be reborn as an adult'22». It is for the adolescent to be able to adapt their fantasies to the new experience. The notion of 'fantasy' is primordial for J.D. Nasio, he gives the following definition:A fantasy is a scene imagined by the subject to mentally satisfy a desire that he cannot realize concretely. These scenes are so determinant, so influential on our mind that they generate our most crucial feelings and decide our most intense affective engagements. [...]
[...] The 'differentiation between narcissistic foundations' and the instances of the adolescent's psyche is often threatened. In case of loss, the pleasure of desiring the object can turn into a threat of the power given to the object over the adolescent. This state can be observed in adolescent girls who present with 'flamboyant Oedipus complexes', illustrating 'the attractive power of the object'. The same phenomenon is manifested in adolescent boys through 'massive inhibition'. It is essential to note the two types of behavior present in the context of narcissistic dependency relationships, on one hand, oppositional behaviors, and on the other, physical complaints. [...]
