Academic literature on the topic 'Winnicott, D. W. 1896-1971 (Donald Woods), Influence'

Playing in childhood we are presented with foundational puzzles. Many of these arise directly from our negotiations with the laws of physics; others arise from the deliberate activities of our elders, teachers and siblings. As we sit on our grandmother’s knee we are presented with a range of playful and deceptive games. Something as simple as a loop of wool can initiate this play: now it is a straight thread; now it is a loop. Something as simple as the opening hand is the potential source of a problem that may stay with us for a lifetime: now it is a hand with open palm; now it is a fist that hides. Something as simple as a dropped toy ball can initiate the motive to engage with the world as a problem: now it is here, at hand; now it is gone, down there and rolling away. While each of these events is real, the space and time of such play can be described as an illusion. The figure of this illusion is itself a loop within which a special kind of logic pertains. This logic is illustrated in D. W. Winnicott’s concept of illusory experience and in John Dewey’s concept of perplexity as the source of human thinking. As illusions, loops are puzzling; as real objects and events, loops pre-figure and offer to mediate the development of our understanding of our being in the world. Donald Woods Winnicott (1896-1971) a British child psychoanalyst, spent much of his time exploring the relationships that children form with objects. His work offers accounts of an extraordinary array of everyday engagements that children have with simple things such as their own toes and bits of string. A key aspect of Winnicott’s theories of the formative years is the sustaining of a loop, or in Winnicott’s terms, "an intermediate state" between the child and reality. I am here staking a claim for an intermediate state between a baby’s inability and his growing ability to recognize and accept reality. I am therefore studying the substance of illusion, that which is allowed to the infant, and which in adult life is inherent in art and religion, and yet becomes the hallmark of madness when an adult puts too powerful a claim on the credulity of others, forcing them to acknowledge a sharing of illusion that is not their own. We can share a respect for illusory experience, and if we wish we may collect together and form a group on the basis of the similarity of our illusory experiences. This is a natural root of grouping among human beings. (Winnicott 3) Social groups establish preferred forms to account for dynamic systems in everyday life. The hand, for example, might be generally agreed to be an open hand, at rest, which means that fingers are curved towards the palm and the palm is down. The number of variations in the way in which a hand might be found, and described, is so large as to be able to symbolise an entire language. From the outside, to a non-signer, it is an illusion that hand-signing is language, just as it is an illusion that spoken and written languages are languages to those who do not share the particular language illusion. Within the range of possible hand gestures, a loop or tension-of-illusion is established: those in the loop can comprehend the signing as language; those outside the loop can only pretend that the illusion works. Recalling that the word "illusion" takes its origin in the Latin for play ("ludere") it comes as no surprise that initiation games frequently use spurious loop activities to trap the outsider in ways that will embarrass the new-comer. The sense of mockery in the word "illusion" is made evident as the new-comer has no way of determining the validity of the pretend inside information. Suggestions that they drink some foul concoction can only be answered by drinking the concoction: there is no way from the outside of the illusion group to resolve the challenge. To enter the inside of the loop, the new-comer has to cross some kind of line in a way that leaves a mark: the affect of embarrassment is often enough. Our ability to suspend disbelief and sustain the illusion as loop is a fundamental requirement of our social being and of our cognitive development. "Once upon a time" is a call to step inside the loop of fiction where things may emerge that cannot otherwise emerge. While this loop may be seen as nothing more than an inner fantasy world, it is impossible to sustain this concept unless we deny the common reality of such a world. The world of the loop is not some kind of denial of an outer reality, nor is it an assertion of an inner freedom that can remain separate to an external reality. We may claim to make words mean whatever we wish them to mean in an inner and private dimension, but in making such a claim we must use a common meaning of "meaning" and we must use the syntax and grammar of a language. Much as we might wish for such an interiority, Winnicott requires us to recognise the further need for an "intermediate area of experience". This intermediate area is the public space of shared illusion: It is an area that is not challenged, because no claim is made on its behalf except that it shall exist as a resting-place for the individual engaged in the perpetual human task of keeping inner and outer reality separate yet interrelated. (Winnicott 2) In this intermediate area, it is possible to sustain illusions only in relation to a presumed other reality. That is, the logics of illusion are logics that apply, if differently, in the outer and inner realms of experience. The reality of a loop may seem soft. Loops are readily formed without substantial alteration of the loop forming material. Loops are also frightening in their potential operation as capturing devices. The forces they can activate are deadly. As dynamic objects, loops offer their own interpretation of Winnicott’s concept of illusion. At some point the game or play of illusions terminates in a disclosure of closure that instructs the play. The closed hand that hides the marble opens to reveal the marble. One moment in the play of logics is elected or given a priority. The relative stability of this pattern is made obvious in certain forms of illusion that take illusions as their "fixed" shape. Knitting, for example, consists of loops interlocked with loops. As anyone who has pulled knitting apart knows, interlocking is fundamentally an illusion in its making and a disillusion in its pulling apart. Knitting can then be seen, in this sense to be "fake". Fakes "Fake" does not mean "false" except that we have come to see the dressing up of things as being insubstantial and therefore not warranting attention. Worse, we see "fake" as being morally repugnant in that a fake thing takes the place of a real thing. But "fake" also means "a coil of rope". In this case, the fake is substantial while ever it exists. Thus, a fake is a kind of benevolent illusion. The shape that the coil of rope makes is no less real, in time, than the ship-deck on which it is formed. When it is uncoiled, the rope takes on its "true" or active shape. Should the uncoiled rope form a loop, this loop is potentially malevolent. It may take the leg of a sailor. In childhood, this game is played out using simple loops and slip knots that hold but let go when pulled. The dynamic forms are sometimes the illusion; sometimes it is the static form that is the illusion. That is, the pragmatic interpretation allows for the display of the fake as a cognitive toy. Any state of the dynamic form may take priority at any one time for the purposes of the use of the system. When we sit down, our height differences are reduced: this fake is a crucial part of our social world. Loops Winnicott lets us see the life-long significance of the looping and faking that we daily use to sustain our dynamic worlds . In our loop worlds we establish a space "between thumb and the teddy bear, between the oral erotism and the true object-relationship" (Winnicott 2). Within the loop, the status of objects and systems is open to transformation, just as, over time, in the material world, objects and systems are transformed. The valency of any object or system, viewed from within the loop, is fundamentally indeterminate and hence open. It is within this loop-logic that we can understand the ironic singing of songs whose content is radically alternative to the situation of the singing: children can be heard singing songs filled with sexual connotations without there being any awareness of the inappropriate content; many people can hear and sing along with Bette Midler’s rendition of "God is watching us" without the irony striking home that God is doing this from a distance of total indifference. The tongue in Bette’s cheek could not get any bigger, but from within the loop, the song can have any value the singer selects. While we may sustain fantasy worlds as intermediate worlds, Winnicott makes obvious that "the mother’s main task (next to providing opportunity for illusion) is disillusionment" (Winnicott 12). At some point the disjunction between illusion and reality becomes perplexing. The ball that the child drops does evade the child’s grasp. It is not simply a matter of sustaining the mood. Either the ball can be recovered or else it cannot. Perplexity and the Dialectic of Loss John Dewey (1859-1952) is a major figure in American pragmatist schools of philosophy and in educational philosophy, especially problem-based theories of learning. His work bridges the nineteenth and twentieth centuries and covers all the major social and cultural issues of his day. As a thorough thinker, Dewey offers to provide explanations for most aspects of what is practically required of us in our living socially responsible lives. Even our "negative" affects, such as perplexity, are presented by Dewey as indicators of our practical connection with reality. For Dewey, perplexity is a key feature of the state of mind that initiates the growth of the individual through engagement with the problematics of the world in which they live. Dewey points out that "thinking begins as soon as the baby who has lost the ball that he is playing with begins to foresee the possibility of something not yet existing—its recovery" (How We Think 89). Losing the ball creates a difficulty, seeing that the ball might be recovered, the child is then able to move to resolve the difficulty, through action, in the real world. In this simple form we can determine the process of thesis (loss), anti-thesis (promise of recovery or remedy), synthesis (resolution of the problem with an enhanced understanding of the process). The theological allusions should not be discounted in this model. Nor should we forget Winnicott’s caution here "that the task of reality-acceptance is never completed". The ball game is still a game that retains the general forgiveness of the loop in that the real loss is mitigated by the surrounding and support "illusion" that the parent will recover the ball for the child. It may be socially frowned on, but adults still drop things just to instigate the "illusion" that others will recover their loss (for an extended account of Dewey’s notion of perplexity, see Russell). Still, the loss of the ball is a problem that holds very real interest for the baby and therefore the problem is perplexing. According to Dewey: "Interest marks the annihilation of the distance between the person and the materials and results of his action; it is the sign of their organic union" (Middle Works 160). Being "entirely taken up with" (p. 160) the loss of the ball, the baby experiences the situation in what McLuhan describes as "depth". In the depth approach attention is able to shift from content to attention itself: "Consciousness itself is an inclusive process not at all dependent on content. Consciousness does not postulate consciousness in particular" (McLuhan 247). Conclusion The capacity of consciousness to take an interest, in Dewey’s terms, is the same capacity that consciousness displays in the sustaining of the loop of illusion. For Dewey, "interest marks the annihilation of the distance between the person and the materials and results of his action". This annihilation, in Winnicott’s gentler terms, is more of respite in the long journey. For Winnicott "no human being is free from the strain of relating inner and outer reality". The intermediary illusions remain illusions even if they are instructive. For Dewey, the focus on perplexity allows that the strain is integrated in an affect-complex that both sustains the illusion ("I can get the ball back") in the manner of a hypothesis ("I had the ball, I lost the ball—losing the ball was a process, regaining the ball could also be a process—I can have the ball again"). Granted, Dewey, as a pragmatist, starts with a real world process. Nonetheless, his approach points to the deeper connections between consciousness itself and the operations of the psychological development of the individual. From the perspective of perplexity, the puzzles of childhood are also the puzzles of the adult. As adults we continue to play with loops of all kinds. We maintain intermediary spaces and we conspire in the social illusions of language References Dewey, John. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath, 1933. Dewey, John. The Middle Works, 1899-1924. Ed. Jo Ann Boydston. Vol. 7. Carbondale and Edwardsville: South Illinios U P, 1979. McLuhan, Marshall. Understanding Media: The Extensions of Man. New York: Signet, 1964. Russell, Keith. "The Problem of the Problem and Perplexity." Themes and Variations in PBL. Proc. of the 5th International Biennial PBL Conference, 7-10 Jul. 1999, U of Quebec. U of Newcastle: PROBLARC, 1999. 180-95. Winnicott, D. W. Playing and Reality. London: Tavistock, 1971. Citation reference for this article MLA Style Russell, Keith. "Loops and Fakes and Illusions" M/C: A Journal of Media and Culture 5.4 (2002). [your date of access] < http://www.media-culture.org.au/mc/0208/fakes.php>. Chicago Style Russell, Keith, "Loops and Fakes and Illusions" M/C: A Journal of Media and Culture 5, no. 4 (2002), < http://www.media-culture.org.au/mc/0208/fakes.php> ([your date of access]). APA Style Russell, Keith. (2002) Loops and Fakes and Illusions. M/C: A Journal of Media and Culture 5(4). < http://www.media-culture.org.au/mc/0208/fakes.php> ([your date of access]).

Orientador : Rachel Vilela Favero
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: Esta dissertaçâo tem por objetivo organizar as contribuições do pediatra. psiquiatra infantil e psicanalista D.W. WINNICOTT para uma teoria do desenyolvimento emocional do bebê e da criança em seus primeiros anos de vida. A teoria de WINNICOTT, seguindo dois caminhos paralelos e que frequentemente se intercruzam, estuda. de um lado, o crescimento emocional do lactente e, de outro, as qualidades da mãe. suas mudanças e o cuidado materno que satisfaz as necessidades específicas do lactente. A presente dissertaçâo é dividida em uma introdução, quatro capítulos e um epílogo. Utilizou-se. do conjunto da obra winnicottiana. corno fonte primária pesquisada, mas nâo se aventurou em uma análise epistemológica da mesma. Na introdução. retrata-se em linhas gerais, o homem e o clínico D. W. WINNICOTT que, tendo trabalhado como pediatra, chegou à psicanálise. Assim através de um diálogo constante entre estas duas influências principais. elaborou sua contribuiçâo teórica a uma grande variedade de temas, que sempre tiveram presentes o estudo do desenvolvimento emocional do bebê em seus estádios mais precoces e o papel que o cuidado materno desempenha nesse período. O capítulo I relata a jornada do ladente desde o período de dependência absoluta, passando por um período de dependência relativa, para finalmente chegar à independência ou autonomia, que nunca é absoluta. Para WINNICOTT essa jornada só se torna possível em virtude do reconhecimento que a mãe tem da dependência do bebê nos períodos iniciais do seu desenvolvimento. Isto faz com que a mãe corresponda às necessidades egóicas e instintivas do lactente, adaptando-se quase que perfeitamente a ela e criando um "setting", que \VINNICOTT denominou "ambiente de facilitação" - , permitindo que os "processos de maturação" do bebê possam se revelar através de um impulso para a integraçâo e para o desenvolvimento de um self pessoal e real. O capítulo lI, descreve os primórdios do desenvolvimento emocional primitivo, durante o período de dependência absoluta. quando o bebê está em um estado de fusão com a mãe. Centralizando-se no estudo de desenvolvimento do ego, que vivencia uma "continuidade de ser" , graças a um bom cuidado materno, três são as realizações principais expostas neste capítulo: a - integração, isto é, o bebê adquire um status de unida.de; b -personalização ou inserção psicossomática, permitindo que o bebê sinta-se habitando o próprio corpo e que possibilita que a da pele, como membrana, passe a delimitar um interior e um exterior; c - início das relações objetais ¿Observação: O resumo, na íntegra poderá ser visualizado no texto completo da tese digital.
Abstract: The objective of this dissertation is to organize the contributions of D.W.WINNICOTT, paediatrician, child psychiatrist and psychoanalyst to the theory of emotional developmeni of the infant and the child during the first years of life. Following two parallel and frequently crossing paths, WINNICOTT'S theory studies on the one hand the emotiona] growth of the infant, and on the other, the mother's qualities, the changes in these qualities and the maternal care which satisfies the specific needs of the infant. This dissertation is divided as follows: introduction, four chapters and an epilogue. The author used the complete works of W1NNICOTT as the primary source of research. but did not attempt an epistemological analysis of thc aforesaid. In the introduction the author presents a brief overall view of D. W. W1NNICOTT the man and the clinician. who arrived at psychoanalysis through his work as a paediatrician. In this way, by means of a constant dialogue between these two principaJ infll1ences. he made his theoretical contributions to a great variety of subjects alI of which contained the study of the emotional growth of the infant in its earliest stages and the role played by maternal care during this period. Chapter one describes the infant's journey from the period of absolute dependence. followed by a period of relative dependence, arriving finally at independence or alltonomy, which is never absolute. For WINNICOTT this journey is only made possible by the mother's knowledge of theinfant's dependence during the initial stages of development. This allows the mother to correspond to the ego-needs and instinctual needs of the infant, adapting almost perfectly to them and creating a setting which WINNICOTT termed environment provision, thus permitting the maturational processes of the baby to be revealed through an impulse for integration and for the development of a personal and real self. In chapter II the author describes the beginnings of primitive emotional development during the total independence period when the infant is in a state of being merged in with the mother. Concentrating on the study of ego development where a continuity of being is experienced, due to good-enough maternal care, there are three main realizations shown in the chapter a) integration, that is, the infant acquires the status of being a unit b) personalization or psychosomatic insertion which allows the baby to feel himself living inside his own body and which makes it possible to equate the skin as a membrane which delimits an interior and an exterior c) initiation of object-relating ...Note: The complete abstract is available with the full electronic digital thesis or dissertations.
Mestrado
Mestre em Ciências Médicas

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This work aims to understand the capacity to be alone from the psychoanalytic perspective of D. Winnicott, thus seeking the importance of this theoretical formulation for human maturation and, consequently, showing its relevance to the clinic. In our clinical experience, we find many people who fear being alone and are always in search of someone or something to do. And very often we listen to these individuals who, when alone, do not know what to do, feel lost, helpless, so they prefer to work without rest to feel alive. This led us to interest in the study of the capacity to be alone in the light of Winnicottian psychoanalytic thinking. For this, in view of the classical principle of hermeneutics, in which each concept of an author must be elucidated in the totality of his work, one sought the comprehension of the capacity to be alone in the whole psychoanalytic thought of D. W. Winnicott. In this way, we tried to contextualize the starting point of the Winnicottian psychoanalytic vision and global comprehension of its psychoanalytic perspective, emphasizing some concepts, such as: the human animal, the experience animal, the ego and id, his notion of Instinct and drive, that of false and true self, that of ego (egorelatedness), the paradox, that of favorable environment, and especially its fundamental theory of human emotional maturation. We emphasize these concepts, therefore, as they support the understanding of the study theme. From this, we sought to reflect on the ability to be alone and to explain the understanding of this original Winnicottian formulation, served as a clinical case attended and described by Winnicott himself, the so-called case B. From the theory of emotional maturity of DW Winnicott, the ability to be alone is associated with an important initial moment of human development: the essential solitude. With evolving from the integrative process of the individual, five fundamental themes need to be established for him to experience being alone, as ability: first, the status of a unitary identity; Acquisition of a personality and a personal identity (true self); Third, the organization of the egoic nucleus that makes possible to experience a personal environment; Fourth, personal development facilitated by the maternal environment and, finally, the recognition and incorporation of maternal (mother-environment) care as a good object. Thus, in Winnicott's perspective, being alone as a capacity is a highly sophisticated phenomenon, in which the individual enjoying emotional health can experience, with all confidence in himself and in the environment in which he is inserted, being with himself, calmly, Being able to rest, relax without losing contact with shared reality and, moreover, live their interpersonal relationships, be it friendship or loving, with personal sense, experiencing them as real and valiant
Este trabalho tem como objetivo compreender a capacidade de estar só desde a perspectiva psicanalítica de D. W. Winnicott, buscando, assim, a importância dessa formulação teórica para o amadurecimento humano e, consequentemente, mostrando a sua relevância para a clínica. Em nossa experiência clínica, encontramos muitas pessoas que temem estar sós e sempre estão em busca de alguém ou de algo para fazer. E, com muita frequência, escutamos desses indivíduos que, quando estão sós, não sabem o que fazer, sentem-se perdidos, desamparados, por isso, preferem trabalhar sem descanso para se sentirem vivos. Isso nos levou a nos interessar pelo estudo da capacidade de estar só à luz do pensamento psicanalítico winnicottiano. Para tanto, tendo em vista o princípio clássico da hermenêutica, no qual cada conceito de um autor deve ser elucidado na totalidade de sua obra, buscamos a compreensão da capacidade de estar só no conjunto do pensamento psicanalítico de D. W . Winnicott. Desse modo, procuramos contextualizar o ponto de partida da visão psicanalítica winnicottiana e compreensão global de sua perspectiva psicanalítica, enfatizando alguns conceitos, tais como: o de animal humano, o de experiência, o de ego e de id, a sua noção de instinto e de pulsão, o de falso e verdadeiro si-mesmo, o de relação de ego (egorelatedness), o paradoxo, o de ambiente favorável, e, especialmente, a sua fundamental teoria do amadurecimento emocional humano. Destacamos tais conceitos, pois, eles sustentam o entendimento do tema do estudo. A partir disso, procuramos refletir sobre a capacidade de estar só e, para explicitar a compreensão desta original formulação winnicottiana, servimos de um caso clínico atendido e descrito pelo próprio Winnicott, o denominado caso B. A partir da teoria do amadurecimento emocional de D. W. Winnicott, a capacidade de estar só se associa a um importante momento inicial do desenvolvimento humano: a solidão essencial. Com evoluir do processo integrativo do indivíduo, cinco temas fundamentais necessitam ser estabelecidos para que ele experimente o estar só como capacidade: primeiro, o estatuto de um identidade unitária, segundo, a aquisição de uma personalidade e uma identidade pessoal (si-mesmo verdadeiro), terceiro, a organização do núcleo egoico, que possibilita experimentar um ambiente pessoal, quarto, o desenvolvimento pessoal facilitado pelo ambiente materno e, por último, o reconhecimento e a incorporação dos cuidados maternos (mãe-ambiente) como um objeto bom. Assim, na perspectiva winnicottiana, o estar só, como capacidade, constitui um fenômeno altamente sofisticado, em que o indivíduo, gozando de saúde emocional, pode experimentar, com toda confiança em si e no ambiente em que está inserido, o estar consigo mesmo, tranquilamente, sendo capaz de descansar, relaxar sem perder o contato com a realidade compartilhada e, além disso, viver as suas relações interpessoais, seja de amizade ou amorosas, com sentido pessoal, experimentando-as como real e valorosas

Orientador: Zeljko Loparic
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
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Resumo: Este trabalho discute o conceito de medo em D.W. Winnicott nas suas múltiplas faces partindo do pressuposto que os diferentes sentidos do conceito estão atrelados no âmbito etiológico à temporalidade do amadurecimento emocional. A revisão bibliográfica da obra do autor empreende a pesquisa centrada no termo medo ou a conceitos a ele associados tais como fobia, ansiedade, angústia, pânico, pavor noturno, terror, agonia impensável, pesadelo, etc. O percurso se divide na apresentação do conceito de medo no contexto dos binômios saúde-doença e normal-patológico, e na temporalidade do amadurecimento. Sob a perspectiva da primeira discussão, o medo se inscreve como fenômeno afetivo de ordem defensiva que como tal é recurso de enfrentamento e comunicação constituindo-se em material diagnóstico da condição emocional da pessoa. Nesta concepção, em detrimento de um preconceito estabelecido de estado psicopatológico, o medo atinge uma compreensão de condição existencial do ser humano. É fenômeno universal, cujo afeto ou não afeto, respeitando-se os diferentes contextos, matizes e níveis de intensidade marcam a distinção entre o normal e o patológico. Os medos, em sua tipologia, dizem respeito às etapas do amadurecimento emocional que abrange o que está acontecendo nas relações interpessoais entre o par mãe-filho na dependência absoluta, na dependência relativa e na formação triangular na independência relativa. Assim se configuram em medos relacionados à sobrevivência psíquica e à identidade, medos da separação da mãe, medos relativos à ambivalência amor-ódio e edípicos. Entende-se que o aprofundamento da pesquisa sobre o medo origina-se na observação e acompanhamento do sofrimento dos pacientes na clínica e, portanto, é para a prática clínica que este conhecimento se justifica e se destina
Abstract: This work discusses the concept of fear in D.W. Winnicott in its multiple faces assuming that different meanings of the concept are associated, in etiologic sphere, to emotional maturational process. The bibliographical review of the author followed the term fear and its associated concepts such as phobia, anxiety, panic, night terror, unthinkable agony, nightmare, etc. The research script is divided into two moments: the presentation of the concept of fear in context of the oppsoition health-sickness and normal-pathology, and in the maturational process temporality. On the first moment, fear is seen as an affective defensive phenomenon that enables the person to face the world and communicate his/her emotional condition. Therefore it may be considered as diagnostic material. Thus, fear is not taken as a psychopathological prejudice, but as a tool that allow us to understand the existential condition of the human being as such. It is an universal phenomenon whose affection or non-affection, regarding its different contexts, grades and levels of intensity, reveals the normal or pathological condition of the person. On the second monent, the tipology of fear has its origins in the stages of emotional maturational process which comprehends interpersonal relations between mother and son in the absolute dependency, relative dependency and in triangular formation during relative indenpendency. Such types of fear are then configurated as fear related to psychological survival and identity, fear of separation from the mother, fear related to love-hate ambivalence and the edipic complex. The research on fear, such as this one, has its origins in the clinical observation of patient suffering, and shall be oriented towards it, where it shall find its deeper justification
Mestrado
Filosofia
Mestra em Filosofia

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa busca refletir sobre o manejo terapêutico na clínica psicanalítica de orientação winnicottiana. Para tanto, construímos um repertório teórico e entrevistamos psicoterapeutas. Utilizamos as obras de Winnicott e de outros autores que versam sobre a sua teoria para apresentarmos um panorama geral. Quanto à metodologia de trabalho, fizemos uso das entrevistas semi-diretivas e contatamos quatro profissionais que reconhecidamente possuem grande conhecimento acerca desta teoria. A análise de dados constou de uma leitura psicanalítica pautada nas entrevistas e em todo repertório teórico apresentado anteriormente. O uso da interpretação, da interpretação transicional e do manejo foram abordados em suas nuances e diferentes forma de uso como recurso terapêutico. Concluímos que o manejo se nos apresenta como mais que uma concepção teórica e técnica, como uma concepção particular de clínica.
The present research aims to analyse the therapeutic management in psychoanalytic clinics of winnicottian orientation. For this purpose, we have built a theoretical repertoire and have interviewed psychotherapists. We have used the works of Winnicott, as well as other authors who deal with his theory, to present a general overview. As regards the methodology of work, we made use of semi-directive interviews and contacted four professionals who knowingly have great knowledge about this theory. Analysis of data consisted of a psychoanalytic reading based on the interviews and on the theoretical repertoire presented previously. The use of interpretation, transitional interpretation and management were addressed in its nuances and different forms of use as therapeutic resources. We found that the management stands, more than a theoric and technical conception, as a particular conception of clinic.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The aim of this study was to present the contributions of D. W. Winnicott on schizoid pathology, seeking to explain the place that this pathology occupies in the theoretical and clinical framework of the author and also the aspects related to etiology, dynamics and clinical management highlighted by the author. This is a theoretical research, where the results were based on a detailed reading of the author’s work and two of his clinical cases, diagnosed by him as schizoid. It had as a methodological basis the principle of hermeneutics, which considers the articulation of the whole with the parts, understanding the meaning as relative to the context, so that the whole is understood in relation to its parts and the parts in relation to the whole. As results, the author locates schizoidia in the field of psychoses, having its origin in the earliest period of life, before the individual has achieved a more consistent integration of the self. Schizoid individuals suffered abrupt, disastrous failures as a result of a chaotic environment, they still succeeded in forming, even in a very incipient way, a self. The consequence of environmental failures in schizoids, produces a near-permanent sensation that the world and everything relating to the external or shared reality is dangerous and pernicious. Therefore, their attitude is to always flee from the world, from contact, from relationships, living circumscribed to their subjective world, in order to protect their incipient self, against the unpredictability and invasion of the environment
Este estudo teve por objetivo apresentar as contribuições de D. W. Winnicott acerca da patologia esquizoide, buscando explicitar o lugar que essa patologia ocupa no arcabouço teórico e clínico do autor e também os aspectos referentes à etiologia, dinâmica e manejo clínico destacados pelo autor. Trata-se de uma pesquisa teórica, na qual os resultados foram embasados em uma detalhada leitura da obra e de dois casos clínicos do autor, diagnosticados por ele como esquizoides. Teve como base metodológica o princípio da hermenêutica, que considera a articulação do todo com as partes, entendendo o significado como relativo ao contexto, de modo que o todo é compreendido em relação às suas partes e as partes em relação ao todo. Como resultados, verificou-se que o autor situa a esquizoidia no campo das psicoses, tendo sua origem no período mais precoce da vida, antes de o indivíduo ter alcançado uma integração mais consistente do self. Os indivíduos esquizoides sofreram falhas abruptas, desastrosas, em decorrência de um ambiente caótico, ainda assim, conseguiram constituir, mesmo de forma muito incipiente, um self. A consequência das falhas ambientais produz, nos esquizoides, uma sensação quase que permanente de que o mundo e/ou tudo aquilo que diz respeito ao relacionamento com a realidade externa ou compartilhada é algo perigoso, pernicioso. Por isso, sua atitude é a de sempre fugirem do mundo, do contato, das relações, vivendo circunscritos a seu mundo subjetivo, a fim de protegerem seu incipiente self contra a imprevisibilidade do ambiente

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O jogo se configura numa das mais antigas atividades humanas. Repleto de significados foi incorporado na linguagem, na arte, na religião e na cultura em geral. Seus estudiosos se estendem pela Filosofia (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), História (ARIÈS, 1978; CAILLOIS, 1958), Teoria da Comunicação (POSTMAN, 1994), Antropologia (GEERTZ, 1989; MALINOWSKI, 1978) e inevitavelmente pela Educação e Psicologia. Embora nos reportemos com freqüência as demais ciências, nosso trabalho se insere numa tradição psicológica. Buscamos nas teorias do psicólogo russo Lev Vygotsky (1896-1934) e do psicanalista inglês Donald Winnicott (1896-1971) uma alternativa para a compreensão do jogo infantil e seu significado na produção da subjetividade. Partimos da apresentação dos autores e suas respectivas biografias intelectuais, detalhando suas concepções de indivíduo, sujeito e meio (social, ambiental e cultural), para em seguida explorarmos conceitualmente zonas de sentido entre suas teorias. Na direção metodológica encaminhamos a discussão a partir da Epistemologia Qualitativa desenvolvida por Gonzalez Rey, criando zonas de sentido entre as concepções de ambiente e jogo infantil. Diante da morte precoce de Vygotsky e a consequente interrupção das suas pesquisas sobre o jogo, buscamos nas teorias dos seus alunos e colaboradores - principalmente Leontiev e Elkonin - os princípios ontogenéticos do jogo infantil complementares à explanação vigotskiana. Defendemos que uma teoria do jogo infantil deve buscar origens nas relações sociais mais primitivas do indivíduo, bem como no uso mais precoce que este faz dos objetos. Tais relações foram amplamente detalhadas por Winnicott na sua teoria dos fenômenos e objetos transicionais e acreditamos que podem ser relevantes para a compreensão do jogo protagonizado, tal qual desenvolvido por Elkonin e Vygotsky
The game is set in one of the oldest human activities. It was full of meanings embedded in language, art, religion, and culture in general. His scholars extend the Philosophy (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), History (ARIÈS, 1978; CAILLOIS, 1958), Communication Theory (POSTMAN, 1994), Antropology (GEERTZ, 1989; MALINOWSKI, 1978) and inevitably for Education and Psychology. Although we refer frequently to other sciences, our work is part of a psychological tradition. We seek theories of the Russian psychologist Lev Vygotsky (1896-1934) and the English psychoanalyst Donald Winnicott (1896-1971) an alternative to the understanding of children's play and its significance in the production of subjectivity. We start from the presentation of the authors and their intellectual biographies, detailing their conceptions of individual, subject and the environment (social, environmental and cultural), then to conceptually explore areas of meaning between their theories. Following toward a methodological discussion, we discuss the Qualitative Epistemology developed by Gonzalez-Rey, creating zones of meaning between the concepts of environment and children's game. Given the early death of Vygotsky and the consequent disruption of their research into the game, we turn to the theories of his students and collaborators - mostly Leontiev and Elkonin – with the principles ontogenetic children's game, a complementary explanation to Vygotsky’s theory. We argue that a theory of children's play should seek origins in more primitive social relations of the individual as well as the earlier use of objects that he makes. Such relationships have been widely detailed by Winnicott in his theory of phenomena and transitional objects, and we believe may be relevant to understanding the game played in children, as it was developed by Eldkonin and Vygotsky

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Os campos psicológicos inconscientes são organizações intersubjetivas que influenciam as práticas, tanto individuais quanto coletivas. Dessa maneira, o estudo do imaginário coletivo de psicólogos em formação é muito importante, visto que tal imaginário pode interferir em suas práticas terapêuticas. Com isso, nosso objetivo foi investigar o imaginário coletivo de estudantes de quarto e quinto anos do curso de Psicologia da UNESP/Assis – que estivessem atuando em núcleos de estágio em clínica psicanalítica na abordagem winnicottiana – a respeito dos distúrbios psicossomáticos. A investigação contou com a participação de 8 estudantes, por meio do uso do Procedimento de Desenho-Estória com Tema. A instrução para a aplicação foi: “Desenhe uma pessoa com distúrbio psicossomático”. Esse instrumento foi aplicado através de uma Entrevista grupal para abordagem da pessoalidade coletiva, a qual forneceu a possibilidade dos participantes da pesquisa entrarem em contato e compartilharem sentimentos em relação ao tema abordado. Após o uso deste instrumento, analisamos alguns campos e subcampos psicológicos do imaginário coletivo que emergiram das produções, tais como o campo dos “Sentimentos” e o subcampo da “Solidão”. Estes campos e subcampos foram objeto de análise psicanalítica winnicottiana. A partir de nossa análise, pudemos verificar que os alunos em questão possuem um entendimento básico sobre a teoria winnicottiana. No entanto, no que tange à psicossomática, suas visões ainda demonstraram restrições. Ainda que isso tenha sido observado, as produções demonstraram significativamente o valor dos temas trazidos por eles, bem como a importância de outros trabalhos que tratem dessas temáticas
The unconscious psychological fields are organizations that influence intersubjective practices, both individual and collective. Thus, the study of the collective imagination of psychologists in training is very important, as this can interfere with their therapeutic practices. The objective of this research is investigate the collective imagination of students of fourth and fifth years of Psychology at UNESP / Assis - they were acting on stage nuclei in psychoanalytic clinic in Winnicott's approach - regarding psychosomatic disorders. The research involved the participation of 8 students, by using the procedure of Drawing-Story with Theme. Instructions for the application was: Draw a person with psychosomatic disorder. This instrument was applied through a group interview for the collective imaginary approach, which provided the possibility of survey participants get in touch and share feelings about the topic covered. After using this tool, we analyze some psychological fields and subfields of the collective imagination that emerged from productions such as the field of Feelings and the subfield of Loneliness. These fields and subfields were the object of Winnicott's psychoanalytic analysis. From our analysis, we observed that students have a basic understanding of Winnicott's theory. However, regarding the psychosomatic, his views also demonstrated restrictions. Although this has been observed, the productions have shown the value of the topics brought by them as well as the importance of other works that address these issues

Tese (doutorado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Psicologia Clínica e Cultura, 2017.
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O presente trabalho é um estudo do pensamento de Winnicott sobre o ambiente na clínica da psicose para contribuir com o cuidado feito pelo Grupo de Intervenção Precoce nas Primeiras Crises do Tipo Psicótico. Nossa tese é que o manejo das crises psicóticas inclui o cuidado ao ambiente do indivíduo em crise, que é sua família, pequena unidade social e o próprio serviço de manejo, com os terapeutas trabalhando no caso. Winnicott sugere que as características do cuidado vivido com o ambiente se transformam em atributos psíquicos do indivíduo, como a capacidade de se preocupar e cuidar de si e dos outros. Para o autor, a psicose é uma defesa reativa a um trauma no estágio de dependência absoluta, a uma intrusão ambiental que interrompe a continuidade do ser do indivíduo e o ameaça de aniquilamento. A falha precoce do cuidado “congela” o amadurecimento do indivíduo ao impedir ou dificultar as vivências que permitem o desenvolvimento de capacidades psíquicas como a integração e a capacidade de se preocupar. O indivíduo reage ao trauma constituindo defesas primitivas e a crise está relacionada à insuficiência dessas defesas, o que faz precipitar um colapso e a necessidade de regressão à dependência máxima. O manejo das psicoses é a organização do ambiente para acolher essa dependência, facilitando, através do cuidado, a continuidade das tendências inatas rumo ao reconhecimento de si e dos outros como pessoas totais. O acolhimento à dependência do paciente em crise defronta o terapeuta com modos primitivos de relação, dominados pela realidade subjetiva do paciente e sua destrutividade não preocupada, nos quais a plena consideração pela pessoa total do outro ainda não é uma característica. Por ser inerentemente exaustivo, o manejo tem por tarefa cuidar do ambiente, responsabilizar-se pelo cuidado, sobreviver à crise e experimentar o que era majoritariamente realidade subjetiva em uma área intermediária, transicional, caminho que possibilita a abertura à realidade compartilhada e ao ser com os outros no cuidado.
The present work is a study of Winnicott’s writings on environment in the clinic of psychosis, as to contribute to the Group of Early Intervention in the First Crises of the Psychotic Type. Our thesis is that management of psychotic crisis includes caring for the environment, which is composed of the patient’s family, small social unit and the management service itself, with the therapists working on the case. Winnicott suggests that characteristics of the care provided by the environment become inner psychic attributes of the individual, such as the capacity to concern and to care for oneself and for others. For the author, psychosis is a defensive organization against trauma in the stage of absolute dependence, that is, an environmental intrusion that interrupts the continuity of the individual’s being and threats him of annihilation. An early failure in care “freezes” the individual’s maturation insofar as it impedes or hinders experiences that would lead to the development of psychical capacities such as integration and the capacity to concern. The individual reacts to trauma constituting primitive defenses, and the crisis is related to the insufficiency of these defenses, which precipitates a collapse and the necessity of regression to the maximum dependency. Management of psychotic crisis is the organization of a holding environment for dependency, facilitating, this time, the continuity of innate tendencies towards the recognition of self and of others as whole, separated though related persons. Holding the dependency of the individual in psychotic crisis confronts the therapist with primitive modes of relation, dominated by the subjective reality of the patient and his unconcerned destructiveness, where full consideration for the total person of the other is not yet a characteristic. Because it is inherently exhaustive, management has the task of caring for the environment, assuming responsibilities, surviving the crisis, and experiencing what was mostly subjective reality in an intermediate, transitional area, through a path that renders possible a shared reality and a being with others in care.

Orientador: Ana Archangelo
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho diz respeito à compreensão de uma criança nomeada de apática, em sala de aula. Foi realizado em uma escola pública, localizada em um bairro considerado de alta exclusão social, em um município do interior do Estado de São Paulo. O fenômeno denominado de apatia, segundo professoras da referida escola, frequentemente traz consigo a dificuldade das crianças usufruírem, de forma enriquecedora, do ambiente escolar. O estudo sobre a apatia é baseado nos relatos de algumas professoras sobre atitudes de alunos que as preocupavam, como o fato de 'ficar apagado', 'esquecer rápido', 'ficar disperso', 'não dar continuidade à realização de atividades'. A investigação foi realizada à luz de teorias sobre o desenvolvimento emocional e guiada pela hipótese de que essa condição pode ter uma de suas raízes em dificuldades que extrapolam o desenvolvimento cognitivo, abrangendo o aspecto emocional. Para tanto, a pesquisa fundamentou-se em teorias da psicanálise, em especial, a winnicottiana. A apatia é analisada a partir de observações e intervenções junto à criança. Envolveu a participação em reuniões com professores da escola; observação em sala de aula; entrevista com mãe e encontros individuais para o brincar. A partir da interpretação do material da pesquisa empírica é apresentada a compreensão sobre dinâmicas emocionais que se fazem presentes na apatia, as quais envolvem a fragilidade na condição de integração do ego. A integração diz respeito ao estabelecimento do sentimento pessoal de unidade, traz consigo a idéia de fronteiras entre o eu e o não-eu e também a capacidade de criar e conhecer a externalidade. A integração fornece as bases para que os indivíduos sigam rumo à independência em relação ao ambiente. São apresentadas algumas necessidades emocionais da criança em sala de aula e idéias sobre a possibilidade de propiciar o cuidado descrito por Winnicott como holding ou aspecto facilitador do ambiente aos processos de maturação emocional.
Abstract: This work about the comprehension of a child which was apathetic in the classroom was done in a city in the state of São Paulo, at a public school in a neighborhood that is considered to be socially, extremely excluded. The so-called phenomenon "apathy", according to the teachers of the aforementioned school, frequently brings with it the difficulty of children to benefit from the school environment in a profitable manner. The study about apathy is based on reports of some teachers in relation to the attitudes of their students whom they were worried about as to: being disconnected with what was going on; scatter brained; forget quickly; not following up on class work and activities with homework or participation of any kind. The apathy is analyzed from observation and interaction with the child. The investigation is made with theories about emotional development, guided by the hypothesis that this condition can be one of the roots of the difficulties that extrapolates the cognitive development, embracing the emotional aspect. Therefore, the research is founded on psychoanalysis theories, in particular, the Winnicottian. It involved participating in meetings with the school teachers; observation in the classroom; interviews with the mother and meeting with the child at play time. After the interpretation of the empiric research material, the understanding about emotional dynamics that are present in the "apathy", which involve the fragility of the condition of the integration of the ego is presented. The integration tells about the establishment of personal sentiment and brings with it the idea of frontiers between the I and the not I and also the ability to create and to know externality. The integrations supplies the basis for which the individuals follow on the path to independence in relation to environment. Some emotional necessities of the child in the classroom and ideas about the possibility to propitiate the care describe by Winnicott as holding or a facilitating aspect of the environment to the processes of emotional maturity are presented.
Mestrado
Psicologia Educacional
Mestre em Educação

Orientador: Ana Archangelo
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho refere-se à investigação sobre o efeito de um momento para brincar em classes do primeiro ciclo do ensino fundamental de uma escola pública, do município de Campinas. A pesquisa contou com um grupo composto de dez bolsistas do Programa Interinstitucional de Bolsas de Iniciação à Docência - PIBID/Capes. No espaço e tempo para brincar, alunos do primeiro ciclo do Ensino Fundamental experimentaram uma área que teve como objetivo fornecer as provisões ambientais teorizadas por Winnicott que são favoráveis ao desenvolvimento emocional, a saber, holding, handling e apresentação de objeto, as quais facilitam a integração egoica. Os bolsistas foram, tanto quanto possível, o "outro" suficientemente bom no vínculo com os alunos durante 'o brincar', e procuraram registrar a dinâmica das crianças na construção e no desenvolvimento do brincar, com especial ênfase naquelas crianças que não brincam, as quais são as que apresentam maior dificuldade na aprendizagem de conteúdos escolares e/ou no relacionamento com os pares. Com esse propósito, procurando compreender a inibição e/ou a recusa a brincar, bem como as mudanças ocorridas nesse domínio, ao longo do tempo, a pesquisa buscou: 1- contribuir para a compreensão de crianças com dificuldades tanto para relacionar-se em sala de aula quanto para fazer uso dos símbolos ali construídos e utilizados; e 2- analisar o potencial transformador dessa intervenção no que diz respeito à superação das dificuldades enfrentadas por essas crianças nas atividades rotineiras de sala de aula. A metodologia envolveu o acompanhamento direto e indireto de momentos para 'o brincar' mediante a observação e/ou leitura de relatórios semanais dos bolsistas responsáveis pela intervenção, além da observação de aulas e entrevistas com professores. Os bolsistas realizaram o "momento para o brincar" durante o período de aulas uma vez por semana, por uma hora, em dez salas de 1º a 5º anos. Cada classe foi acompanhada por um bolsista. O tempo para brincar possibilitou aos professores e aos bolsistas maior dedicação e atenção a crianças com dificuldades de aprendizagem e de relacionamento, pois as que não apresentam grandes problemas brincam tranquilas, sozinhas ou acompanhadas por outras crianças. O momento de brincar constituiu-se progressivamente em um espaço potencial, em que, uma vez instaurado, os professores da escola passaram a relatar que o momento para brincar ocasionou a melhora no relacionamento que os alunos estabelecem entre si e no vínculo entre aluno e professor, algo que ampliou a possibilidade do aluno de usufruir, de modo enriquecedor, do seu ambiente escolar. Neste trabalho, serão apresentados seis casos que ilustram o processo que culminou na conquista, pelos referidos alunos, da integração psíquica necessária para habitar espaços potenciais, ou seja, para usufruir e contribuir na construção de símbolos, e assim estabelecer comunicações criativas com a realidade externa. Três dos seis casos ilustram o acompanhamento das crianças por um período de três anos e seis meses. O fato de bolsistas e professores terem procurado testemunhar experiências, significar gestos espontaneos e brincar com as crianças que não brincavam propiciou a emergência do impulso criativo e da capacidade de brincar, algo que contribuiu de modo significativo na conquista crescente dos alunos de compartilhar das experiências que a instituição escolar oferece
Abstract: This study sets out to investigate the effects of providing "a moment for playing" in classrooms in a government-run school in the municipality of Campinas. The research included a group of 10 undergraduates holding trainee scholarships awarded by the Inter-institutional Program of Trainee Scholarships for Teaching Undergraduates' Pibid/Capes. In the space and time provided for playing, children in primary school education occupied an area designed to provide the environmental conditions envisioned by Winnicot as being favorable for emotional development, namely: holding, handling and presenting the object, all of which facilitate egoic integration. As far as possible the undergraduate trainees represented the "sufficiently good other" with their presence among the children during the "playing" and sought to register the dynamics of the children in their construction and development of play, with special attention paid to observing children that do not play as they are the ones that have the greatest difficulties in learning school study contents and/or in their relations with their peers. With the aim of gaining an understanding of their refusal or inhibition in regard to playing as well as detecting any changes in this domain over a period of time this research sought to: 1- contribute towards understanding children that find it difficult to relate to their peers in the classroom and to make use of the symbols that are constructed and used in it.; and 2- analyze this intervention's potential for transformation in regard to overcoming the difficulties such children face in the routine activities of the classroom. The methodology involved direct and indirect accompaniment of the "moments for playing" through direct observation and/or reviewing the trainees' weekly reports as well as observing classes and interviewing teachers. The trainees operated a one hour long "moment for playing" during class time, once a week with one trainee allocated to each class of children in school years one to five. The time allowed for play made it possible for teachers and trainees to dedicate special attention to children with learning and relational problems because those that do not have such problems play happily on their own or with other children. The moment for playing progressively became a potential space and, once it had been established, the teachers reported that the "moment for playing" was bringing about improvements in the relations children establish among one another and in the bonding between teacher and child, and that was something that enhanced the possibilitis of the child¿s reaping the benefits of the school environment in an enriching manner. This work will present seven cases that illustrate the process that culminated in the students in question achieving the psychic integration they needed to be able to make full use of potential spaces, that is. to enjoy the benefits and to contribute towards the construction of symbols and in that way establish creative communication with their external reality. Three of the cases illustrate the accompaniment of the child involved for a period of three and a half years. The fact that researchers and teachers sought to play with those children that did not play, witness to their experiences and signify their spontaneous gestures led to the gradual emergence, in them, of the creative impulse and the ability to play, something that contributed significantly to increasing the ability of such children to share and take part in the experiences the school institution has to offer
Doutorado
Psicologia Educacional
Doutora em Educação