Uma relação educativa na transferência: o discurso como ato educativo

This article questions the countertransference in the educational relationship from an institutional experience in the accompaniment of an adolescent in a therapeutic writing-theater workshop. Following a clinical reflection in the aftermath of the countertransferential investments revealed in my professional practice, I propose a reflection on my psychic involvement as an educator in my educational act of love by relying on a psychoanalytic perspective in order to understand what makes a relationship. Thus, this article proposes to answer the question: what does it mean to be in a relationship?Este artigo investiga a contratransferência na relação educativa a partir da experiência institucional de acompanhamento de um adolescente durante a participa- ção em uma oficina terapêutica de escrita-teatro. Desenvolvendo retrospectivamente uma reflexão clínica sobre as implicações contratransferenciais que se revelaram em minha prática profissional, proponho uma reflexão sobre meu engajamento psíquico como educador no ato educativo do afeto, apoiando-me em uma perspectiva psicanalítica, a fim de compreender o que estabelece uma relação. Assim, este artigo se propõe a responder à questão: o que quer dizer estar na relação?Este artículo interroga la contratransferencia en la relación educativa desde la experiencia institucional de acompañamiento con un adolescente en un taller terapéutico. A partir de un pensamiento clínico en mi experiencia profesional, propongo una reflexión sobre mi compromiso psíquico y mi acto educativo, apoyándose en el psicoanálisis. En este artículo se puede responder a la pregunta: ¿Qué significa estar en la relación

On quasianalytic local rings

This expository article is devoted to the local theory of ultradifferentiable classes of functions, with a special emphasis on the quasianalytic case. Although quasianalytic classes are well-known in harmonic analysis since several decades, their study from the viewpoint of differential analysis and analytic geometry has begun much more recently and, to some extent, has earned them a new interest. Therefore, we focus on contemporary questions closely related to topics in local algebra. We study, in particular, Weierstrass division problems and the role of hyperbolicity, together with properties of ideals of quasianalytic germs. Incidentally, we also present a simplified proof of Carleman's theorem on the non-surjectivity of the Borel map in the quasianalytic case.Comment: Final Manuscrip

Extracorporeal Membrane Oxygenation for Severe Acute Respiratory Distress Syndrome associated with COVID-19: An Emulated Target Trial Analysis.

RATIONALE: Whether COVID patients may benefit from extracorporeal membrane oxygenation (ECMO) compared with conventional invasive mechanical ventilation (IMV) remains unknown. OBJECTIVES: To estimate the effect of ECMO on 90-Day mortality vs IMV only Methods: Among 4,244 critically ill adult patients with COVID-19 included in a multicenter cohort study, we emulated a target trial comparing the treatment strategies of initiating ECMO vs. no ECMO within 7 days of IMV in patients with severe acute respiratory distress syndrome (PaO2/FiO2 <80 or PaCO2 ≥60 mmHg). We controlled for confounding using a multivariable Cox model based on predefined variables. MAIN RESULTS: 1,235 patients met the full eligibility criteria for the emulated trial, among whom 164 patients initiated ECMO. The ECMO strategy had a higher survival probability at Day-7 from the onset of eligibility criteria (87% vs 83%, risk difference: 4%, 95% CI 0;9%) which decreased during follow-up (survival at Day-90: 63% vs 65%, risk difference: -2%, 95% CI -10;5%). However, ECMO was associated with higher survival when performed in high-volume ECMO centers or in regions where a specific ECMO network organization was set up to handle high demand, and when initiated within the first 4 days of MV and in profoundly hypoxemic patients. CONCLUSIONS: In an emulated trial based on a nationwide COVID-19 cohort, we found differential survival over time of an ECMO compared with a no-ECMO strategy. However, ECMO was consistently associated with better outcomes when performed in high-volume centers and in regions with ECMO capacities specifically organized to handle high demand. This article is open access and distributed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives License 4.0 (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Des groupes de parole adolescents et des groupes de parole à médiation dessin

International audienc

Des groupes de parole au collège : étude clinique de discours de collégiens sur leur vécu scolaire pour appréhender les processus psychiques du décrochage scolaire adolescent

Depuis le début du 21ème siècle, le décrochage scolaire demeure l’un des principaux défis auxquels sont confrontés les systèmes éducatifs de nombreux pays occidentaux. Il a été étudié et analysé à la fin des années 1980 en Amérique du Nord, mais sous des formes essentiellement descriptives et quantitatives afin de déterminer un profil type de décrocheurs. Dans les années 1990 et 2000, des sociologues de l’éducation ont défini le décrochage scolaire comme le résultat d’un long processus qui implique l’individu, tant au niveau personnel et social que sur le plan éducatif.S’appuyant sur ces différents travaux, cette thèse pour l’obtention du doctorat en sciences de l’éducation s’inscrit dans une approche clinique d’orientation psychanalytique pour interroger le décrochage scolaire comme un processus entrant en résonnance avec celui de l’adolescence. Elle questionne la notion de rapport aux savoirs pendant la période de l’adolescence en s’appuyant sur des groupes de parole suivis d’entretiens individuels avec des collégiens de la région parisienne. Ceux-ci ont permis de faire apparaitre l’importance de la prise en compte des mouvements transférentiels au sein des groupes d’adolescents pour appréhender le décrochage scolaire.L’analyse du matériau empirique tend à démontrer que le décrochage scolaire n’est pas un état de fait soudain et irrémédiable mais qu’il est inhérent à la délicate période de transition de l’adolescence, que le sujet-adolescent traverse non seulement individuellement, mais aussi en groupe, de manière plus ou moins sereine et apaisée. L’écoute clinique de témoignages de collégiens se révèle un dispositif pertinent pour comprendre la problématique sociétale du décrochage scolaire, en mettant à jours ses liens avec le processus du décrochage adolescent.From the beginning of the 21st century, school dropout remains one the main challenges for the educational systems in many western countries. It has been studied and analysed in the late eighties in North America, but essentially with descriptive and quantitative methods in order to define the standard profile of children concerned by this phenomenon. In the nineties and the first decade of the twenty-first century, sociologists specialised in education defined school dropout as the result of a long process in which the individual is personally, socially and educationally involved.Based on these different researches, this thesis for the Education Sciences Ph.D. is following a clinical approach inspired by psychoanalytical methods, to consider school dropout as a process in connection to adolescence transition period. This study focuses on the specific relation with knowledge during the adolescence period, by setting up talking groups followed by individual interviews with teenagers from the Paris region. It highlights the need to consider transfer movements inside teenagers’ groups in order to apprehend school dropout.The analysis of the empirical material tends to demonstrate that school dropout is neither a sudden, nor an irreversible occurrence, but that it is fully part of the difficult adolescence transition period, which teenagers go through not only individually, but also as part of a group, in a more or less serene and peaceful way. The clinical listening of teenagers’ records appears to be a relevant method to understand the school dropout process as a social issue, by revealing its links to the adolescence dropout process

Une expérience de chercheur clinicien

International audienc

L'expérience scolaire adolescente, une affaire de groupe ?

International audienc

Penser le vécu psychique scolaire adolescent à partir de l’expérience groupale : étude clinique du décrochage scolaire à partir du discours adolescents

Depuis une trentaine d’années, le décrochage scolaire est devenu le signifiant maître pour problématiser les difficultés scolaires dans les discours politico-éducatifs et scientifiques des pays francophones. Cette systématisation semble avoir eu pour conséquence de catégoriser les élèves à partir de critères de vulnérabilité individuels et rationnalisés. Cependant, la vie à l’école est également une expérience qui confronte les sujets de manières subjective et intersubjective, entremêlant vécu psychique scolaire et transition adolescente. Dans cette perspective, cet article présente les résultats d’une recherche clinique d’orientation psychanalytique en sciences de l’éducation sur les mécanismes psychiques groupaux dans l’expérience scolaire au collège afin d’entendre comment les élèves traversent cette période de transition adolescente dans l’école.Study of school dropout over the past 30 years has led to using the key word “dropout” (décrochage scolaire) to refer to adolescents’ relationship to school in political-educational and scholarly discourse within French-speaking countries. This systematization has resulted in categorizing students abased on individual and rationalized criteria of vulnerability. Moreover, school dropout has always been studied from the individual’s point of view. However, life at school is also an experience that confronts subjects in subjective and intersubjective ways, intertwining school psychic experience and adolescent transition. Based on these observations, the article aims to present the results of a psychoanalytically oriented clinical study in education science on the impact of the group in adolescents’ psychological experience of school, in order to hear what subjects have to say about their experience in secondary school.Durante los últimos treinta años, el abandono escolar ha sido considerado como el sujeto principal para problematizar las dificultades escolares en los discursos político-educativo y científico de los países francófonos. Esta sistematización parece haber tenido como consecuencia la categorización de los alumnos en base a criterios individuales y racionalizados de vulnerabilidad. Sin embargo, la vida escolar es también una experiencia que confronta a los sujetos de manera subjetiva e intersubjetiva, entrelazando la experiencia escolar psíquica y la transición adolescente. Teniendo en cuenta esta perspectiva, para comprender cómo atraviesan los estudiantes este período de transición, este artículo presenta los resultados de una investigación clínica de orientación psicoanalítica en las ciencias de la educación sobre los mecanismos psíquicos grupales en la experiencia escolar post-secundaria