Extract
[...] The transfer is then considered as resistance to the analytic cure'. In 1915, he notes in a writing dedicated to 'Observations on the Transference Love' that « nothing allows us to deny to the amorous state that appears during analysis the character of a true love, all love being a re-edition of ancient facts, a repetition of infantile reactions? » There is none, which does not have its prototype in childhood and it is precisely the determinant infantile factor which confers justly to love its cacharacteristic compulsive and bordering on the pathological. [...]
[...] The fifth and final level is that of self-actualization, for the student, it is a matter here of achieving end-of-term objectives, of envisaged diplomas, while knowing that each student has different priorities, and that they will not all reach the fifth level, any more than we do, the pattern renewing itself each time. However, Maslow opened the way for other researchers who have worked on the concept of motivation. Several theories have thus appeared, in an attempt to understand why and how an individual engages in a training. We can cite: Boshier, in 1973, Tough, in 1979, Cross, in 1982 and Wlodkowski, in 2001. [...]
[...] However, to sensitize educators to the importance of an ethics of relation to the other, to encourage them to have a better knowledge of themselves, and to develop that of the children entrusted to them, it will still take time. Similarly, for them to approach the psychological field without resistance, and to accept thinking about what psychoanalysis can bring to school. Annex 1 Bibliography of the thesis Agostini Dominique, Bigeault Jean-Pierre (1996), « Violence and knowledge. Educational intervention and forbidden knowledge. Paris : L'Harmattan (Knowledge and Training). Aristote « Organon », « The first analytics", Paris, Vrin, 1992. Aristote « Politics I Paris, Belles Lettres, 2003 Aumont Bernadette, Mesnier Pierre-Marie (1992), « The act of learning". [...]
[...] The third category concerns the 'consignes-structures », these are those that prevent possible errors. Then the « consignes-criteria », through which the students will understand and figure out the task to be performed, by verifying that it corresponds to the teacher's wishes. Thus, not only do the instructions take different forms, but they also assume different functions of the task to be performed, which correspond to the three phases of the action: "before, during and after ». If the instruction is difficult to define in a school setting, its recognition and understanding are no less necessary for students, and refers to the formulation of instructions by the teacher. [...]
[...] A mental pathology is classically linked to adolescence, it is schizophrenia, which generally begins between 12 and 18 years old. Some 'acute delirious episodes' during adolescence may signal a first clinical expression, major forms of mood or personality disorders. 10.5 'The psychotic decompensation' « The psychotic decompensation', consists in the rupture of a person's psychic balance, it is characterized in particular by the fact that the individual 'loses touch with reality', delirious episodes, and/or very sudden delirious episodes may then occur. [...]
