6.00 credits
30.0 h
Q2
Teacher(s)
Janssen Christophe; Masson Antoine;
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
- Specify what is understood by pathological psychology, what are the theorico-clinical requirements of the subject and the consequences of the approach in the debate with the juridical subjects, notably in the matter of responsibility and guilty.
Investigate various fields of psychopathology :
- their diversities of forms and figures;
- what, in the human existence, becomes pathological ;
- what are the stakes and dynamic processes ;
- in what are they likely to cause delinquent and/or deviant expression.
The fields to be explored are these of contact disorders, sexual inversion and perversion, neurotic conflictualities and psychotic deterioration.
Investigate various fields of psychopathology :
- their diversities of forms and figures;
- what, in the human existence, becomes pathological ;
- what are the stakes and dynamic processes ;
- in what are they likely to cause delinquent and/or deviant expression.
The fields to be explored are these of contact disorders, sexual inversion and perversion, neurotic conflictualities and psychotic deterioration.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 |
At the end of the course, the students should be able to : - understand how and why the different forms of the psychopathology are likely to participate to the emergence of various modalities of delinquency and/or deviancy ; - grasp the respective points of view in the debate between jurists and specialists on psychic pathology on the matter of an eventual part of pathology in the delinquency ; - conceive the pertinent research approaches in this field ; - consider how the social integration and the implications in the delinquency can lead to psychopathological disorders. |
Content
Partie A
Part B.
We shall reflect together, with nuances, on the existing or non existing rapports / links between certain criminal acts and how their authors may be of interest for works or particular artistic production styles (cinema, music, literature, etc.). We shall add the issue of video games and worlds known as "virtual". In this frame, students shall be required to produce their own hypotheses starting from more or less recent cases having made the headlines (the shooting during "Batman"'s premiere; the Columbine massacre, an assualt on Second Life, etc.). The question at stake is about the (more and more?) fragile lines between "Play and Reality" (Winnicott, 1971), between imagining and acting out, or between environmental influences and particular psychic inclinations.
Part B.
We shall reflect together, with nuances, on the existing or non existing rapports / links between certain criminal acts and how their authors may be of interest for works or particular artistic production styles (cinema, music, literature, etc.). We shall add the issue of video games and worlds known as "virtual". In this frame, students shall be required to produce their own hypotheses starting from more or less recent cases having made the headlines (the shooting during "Batman"'s premiere; the Columbine massacre, an assualt on Second Life, etc.). The question at stake is about the (more and more?) fragile lines between "Play and Reality" (Winnicott, 1971), between imagining and acting out, or between environmental influences and particular psychic inclinations.
Faculty or entity
ECRI
