Abstract
Bibliotherapy is a therapeutic method in the field of Art therapy, which suggests focusing the therapeutic dialogue on a literary text, either written or read. This text functions within the therapeutic dialogue as a “third voice”, in addition to the voices of the patient and the therapist, and takes part in the dialogue as an autonomous Read more
Abstract
This paper describes our clinical experience based on a fairy tale workshop carried out with a group of multidisabled blind children. It aims at showing how the huge communicational potential of the fairy tale can be helpful non only to the children taking part in the workshop but also to the team members involved. As a mediator of symbolization processes, the fairy tale appeals to the emotions that are not immediately accessible to thought and, thanks to its simple language, can reach the listeners’ inner world. In this perspective, the pleasure shared by the group members (both children and team members) becomes a precious ally for the establishment of a “narrative bond”: the fairy tale helps explaining also traumatic facts and events of life. In the situation reported Read more
Abstract
More than thirty years of work as a child psychiatrist and analyst and weekly meetings with the teachers of psychotic children in my care, have led me to reflect upon the process of learning to read and the apparent lack of interest in books and reading amongst certain social groups. It is clearly the case that our consumer society favours information in the form of quick, screen-based Read more
Abstract
Bringing fairly tale in the classroom, in a setting clearly discussed with the teacher providing for the reading of the text, the time of the conversation with children (including the proposal after each intervention to draw what has affected them more) , the defined time for discussion with the teacher present during the work, to participate to what happened, allows us to do a deep observation of the dynamics pertaining to the group, particularly to identify children in need of listening, and reflect on the typical style of the Read more
Abstract
The individuation of some outstanding qualities of the popular story, the fairy tale, it is described, for its figuration, rhythm, repetition distance, lack of truthfulness as fit for the so called atelier-comte with groups of children in order to serve as a symbolical mediator of non verbal psychic elements, that the activities of narration, drawing, play will succeed in bringing back for a Read more
Abstract
The article presents the experience of a teaching-encounter on psychodrama between two professorships of Sapienza- University of Rome, with the aim to introduce students enrolled at the fourth year of the Psychology’s Faculty to learn in the way to point on a creative research. Psychodrama is defined from the activation of a field in which the word makes possible the play, and in which the roles taken, interacted or represented by the members of the group as “auxiliary ego” distinguished in time and space from that had in past, are taled and take a fundamental importance. Read more
Abstract
In my experience with groups of children (beginning age 4-5 years old, children with an intellective level in the average and with development blocks more or less important: sometimes I also included a child with a psychotic personality structure) I noted that the conductors have different functions, according to the group’s different moments, functions that I will try to illustrate through the history of this group. I would like to specify that these functions, in a developmental spiral model, cross each other and overlap, allowing the group to pass and the integrate itself from a sensorial, motorial, corporeal communication modality of affects to verbal communication modalities, using, as a bridge, the transitionality of playing. On a technical level in the expression they are free (playing, drawing, words, etc.) in a work trim in which the conductor himself can intervene in an active way, if the children ask his participation in playing and in moments in Read more
Abstract
The work is based on the results of a clinical research project made over a fifteen year period on open groups in which children of different age groups participated. In group with children, the prevailing language is the primitive one of body language, whose alphabet, represented by sensory and motor functions, directly addresses the emotions. With children it is necessary to start with this archaic language of actions because their thought processes are concentrated on motorial “explosions”. The alpha function transforms the beta elements into that which Bion calls alpha elements, namely into those psychic elements that have characteristics that can be used as thoughts. The conductor collects the beta elements and after removing the distressing aspects, returns them to the children, thereby giving them the basis of an ability to think. The transformational path for the children is based primarily upon this passage from motorial action to the ability to describe what they feel. It is therefore necessary to note how narrative in groups of children is generated through forms of bodily contact, which often arrive at the borders of action.
Consequently, the function of the conductor must be based mainly on an Read more