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Approche clinique du décrochage scolaire à l'adolescence : étude de la dynamique activité-passivité dans la relation de l'élève à ses enseignants

Abstract : School dropout is a process that implies multiple factors, not the least of which is the quality of the teacher-pupil relationship. To invest or to simply put up with this relationship with the teacher during adolescence is not "obvious” at all, especially because it calls upon an intense work of elaboration of the activity-passivity dynamics : passivity from the one who is (de)formed, affected, seduced by the other (the teacher); and activity represented as grip, subjective appropriation and teenage creation. Our purpose in the present thesis is to study the hypothesis according to which teenagers who dropout from school cannot mentally elaborate the activity-passivity dynamics both on the intrapsychic level and that of the intersubjective relationship with teachers. To do so, we met 17 high school students from 13 to 16 years old registered in special classes for marginalized school children (called“classes relais” in French). We also conducted interviews with two teachers operating in those special classes. Our research method combines interviews, administering TAT and Rorschach’s projective tests, drawings and few in situ observations. We notice that most of the participants accepted, even invested the passive position from the perspective of both the interconnected affects (to be affected by the other) and the dependency to the teacher. However, it seems that they want to keep and improve the active position of the one who affectively touches the teacher. The activity-passivity dynamics is marked by a lack of elaboration of the seduction fantasy that spring up in the classroom through conflicts between pupils and teachers. These analyses are discussed in terms of the issues at stake for the clinical and educational practice for adolescents and pre-adolescents in the process of dropout.
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Pierre Dellaca-Minot. Approche clinique du décrochage scolaire à l'adolescence : étude de la dynamique activité-passivité dans la relation de l'élève à ses enseignants. Psychologie. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCD022⟩. ⟨tel-02464069⟩

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