NEW ROUTES OF IDENTITY 'AND NEW PSYCHOPATHOLOGY

Academic year and teacher
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Versione italiana
Academic year
2022/2023
Teacher
DOMENICO MARCOLINI
Credits
6
Didactic period
Secondo Semestre
SSD
MED/48

Training objectives

To have an effective conceptualization of the most widespread forms of social and individual distress, in order to foster the development of psychic and emotional abilities to provide greater acceptance and understanding of patients in distress. To be able to incorporate such understanding into a dynamic process through which their subjectivity can find recognition, space, and thus affirmation.
Experiential and emotional introjection of some general concepts applicable in the many fields of action of educational work.

Prerequisites

None

Course programme

"Psycho-social theories related to symptomatic expressions of distress in today’s civilization."
Anxiety and panic crises, eating disorders, pathological addictions, the virtual world as a reassuring place where to avoid the dreaded encounter with others and with one's own world of emotions, borderline area distress and the new social marginalizations. An overview of the most important theories related to the nature, etiology and treatment of such manifestations, and a brief discussion of those authors who have significantly addressed the topic of today’s social distress from educational, psychological and ethnocultural perspectives.

"The mechanism of action in helping relationships."
The search for the growing factors, enabled by the asymmetry that, albeit with different peculiarities, characterizes all helping relationships – including educational relationships – and promotes the greater enhancement of the other’s personal resources, better self-competence, and more adequate personal and social integration.




"The educational role as a growing relational experience."
In light of the impoverishment of family and societal frameworks of subjective formation and individuation, the professional educator is a capable and competent guide in a journey aimed at restoring the denied subjectivity, which may gradually involve several stages such as: * embodying a holding function for anxiety and distress * representing a point of reference and a defensive barrier * serving as a corrective emotional experience * offering a trophic and vital relationship * acting as a protection against isolation and marginalization.

"The supervision as maintenance of the educator's emotional self."
A day of lectures will be dedicated to a group supervision session, based on one or two internship experiences.

Didactic methods

Frontal lecture; clinical case studies; interactive discussion on internship experiences; use of personal records such as reports related to professional experiences; use of printed and audiovisual materials provided by the lecturer and chosen among non-fiction and topical research in the field of education.

Learning assessment procedures

Final exams will be oral. Each exam is scheduled to last an average of 20-30 minutes and will focus on the topics discussed in class and the content of the texts listed in the course syllabus.
The qualitative criteria for evaluation will be the following:
- ability to link the content of the printed and audiovisual materials to those of the classroom lectures;
- maturity in relating the content, problems and issues addressed in the lectures to the professional context with particular regard to what has been experienced during internship experiences;
- ability to think individually and critically about the knowledge acquired;
- clarity of exposition and use of accurate terminology.

Reference texts

S. Erba, “Un pensiero fondate le relazioni d’aiuto”, Il Ruolo Terapeutico n° 97, 2004
A. Ferruta, “Un lavoro terapeutico”, F. Angeli, 2000
D. Marcolini, “La supervisione fra piacere e mestiere”, Il Ruolo Terapeutico n° 115, 2010
M. Recalcati, “Elogio del fallimento. Conversazioni su anoressia e disagio della giovinezza.” Erickson, 2011