We studied first-year teachers who had developed professional portfolios in their preservice program. Data came from two interviews with 11 graduates. Participants valued the portfolio process, most continuing to maintain their professional portfolios and to use aspects of the process with their students. Two frameworks, "The Portfolio Organizer" and "retell, relate, reflect," supported portfolio use. Factors affecting continued portfolio implementation included first-year teaching pressures, the influence of other teachers, and external expectations. The first-year teachers experienced a positive change in attitude and acquired confidence as they refined their use of portfolios. L'étude porte sur l'utilisation des portfolios professionnels par des enseignants en formation des maîtres. Les données proviennent de deux entrevues menées auprès de 11 étudiants diplômés. Les participants apprécient la méthode du portfolio ; la plupart les tiennent à jour et en utilisent certains éléments avec leurs élèves. Deux systèmes, « The Portfolio Organizer » et « retell, relate, reflect », favorisent l'utilisation des porfolios. Parmi les facteurs ayant une incidence sur le recours aux portfolios, les auteures mentionnent les pressions inhérentes à l'enseignement lors de la première année, l'influence des autres enseignants et les attentes externes. Au cours de leur première année, les enseignants deviennent plus sûrs d'eux-mêmes à mesure qu'ils raffinent leur utilisation des portfolios.
This paper is written from a Lacanian perspective and considers Lacan's development of his theory of ethics from its origins in Freud's exploration of psychic inscriptions to a notion of ethics oriented to the Real of the unconscious, the Real that is not symbolizable. The aim of analysis is to change the way the subject enjoys his symptom, a change from suffering to a satisfaction that comes from having a choice. Using the conceptual tools of Lacanian psychoanalysis which differentiate between Imaginary (the image and its lures), the Symbolic (the signifier and the structure of language) and the Real (enjoyment in the body that language does not reach), the argument moves beyond an idea of truth attached to meaning. That is the truth that the analyst's interpretation might produce; its beyond is a notion of truth grounded in the enjoyment of the symptom outside meaning, a truth that will allow for an ethics of psychoanalysis that is oriented towards the Real of jouissance by the compass of affect.
In this paper I discuss Jungian psychological work of the trauma and loss experienced in reaction to COVID‐19 with a man who represents a clinical composite. The issues of precarity, a concept used by the philosopher Judith Butler, are combined with the notions of lack and absence of French psychoanalyst André Green. The psychological and societal situation of precarity aroused the man’s childhood issues that were long repressed. The loneliness, isolation and death from COVID‐19 mirrored his personal and the collective responses to the disaster from this global pandemic. He felt on the edge of collapse as what he knew of his world crashed and he found himself unable to cope. The subsequent Jungian work taking place through the virtual computer screen was taxing and restorative simultaneously for both analyst and analysand.
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