Understanding Violence as a Bond: The Contribution of a Group Device of Practice Analysis
Falla, Willy
Understanding Violence as a Bond: The Contribution of a Group Device of Practice Analysis - 2006.
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Understanding violence as a bond : the contribution of a groupal device of practices analysis How does the psychoanalytical approach of the restricted groups make it possible to understand violence differently, in schools ? What will bring a groupal device set up to analyze the professional practices, inspired by this approach and proposed to teachers, during training sessions ? From the experiment of the setting of such a group, made up of teachers intervening in the same high school, we will see how an episode of violence, through the movements caused by its account in the group, could be fathomed as the result, on behalf of the teachers, of a regressive process of paradoxical undifferentiation aiming on the one hand, to project and deposit in the pupil, the most primitive elements of the personality and to establish, on the other hand, a frontier preventing any return of these projected immature parts which would have then to be assumed. From implementing the framework of intervention to the access to a level of institutional reflexion, this type of device appears likely to contribute to the development of the capacities of analysis and intervention of the participants in the complex interactions with the pupils.
Understanding Violence as a Bond: The Contribution of a Group Device of Practice Analysis - 2006.
39
Understanding violence as a bond : the contribution of a groupal device of practices analysis How does the psychoanalytical approach of the restricted groups make it possible to understand violence differently, in schools ? What will bring a groupal device set up to analyze the professional practices, inspired by this approach and proposed to teachers, during training sessions ? From the experiment of the setting of such a group, made up of teachers intervening in the same high school, we will see how an episode of violence, through the movements caused by its account in the group, could be fathomed as the result, on behalf of the teachers, of a regressive process of paradoxical undifferentiation aiming on the one hand, to project and deposit in the pupil, the most primitive elements of the personality and to establish, on the other hand, a frontier preventing any return of these projected immature parts which would have then to be assumed. From implementing the framework of intervention to the access to a level of institutional reflexion, this type of device appears likely to contribute to the development of the capacities of analysis and intervention of the participants in the complex interactions with the pupils.
Réseaux sociaux