Nouvelles normalités Nouvelles pathologies Nouvelles ... - Psynem

6° 6éme Congresso Congrès Européen Europeo de di Psicopatologia Psychopathologie dell’Infanzia de l’Enfance e et dell’Adolescenza
de l’Adolescence
Nuove Nouvelles normalità normalités Nuove Nouvelles patologie pathologies Nuove pratiche Nouvelles pratiques
SATURDAY, May 7 WORKSHOPS
Workshop 27 Disturbi gravi dello sviluppo.
Pratiche riabilitative e processi psichici
PSYCHOPATHOLOGICAL APPROACH IN CEREBRAL PALSY
AND TESTING OF NEW WORKING PRACTICES
P. Segalla (1) , G. Veronese (1) , L. Milani (1) , V. Ferrigato (2) , A. Giangrosso (2)
(1) UOS Età Evolutiva-Neuropsichiatria Infantile Este-Montagnana A.ULSS 17 (Regione Veneto - IT)
(2) Istituto Istruzione Superiore “Duca d’Aosta -Fermi” Este (Padova - IT)
Psychic development and structuring of the
self in cerebral palsy have a specific course, better
understood by combining neuropsychological
and neurobiological contributions to those
of more recent developments in child psychoanalysis.
The psychopathological approach with a psychodynamic
stance can avoid, even within
the disability, diagnostic simplifications and
restricted intervention, solely focused on the
functional recovery, is of high pathogenic risk.
Think of the risk of misunderstanding, under the
apparent psychopathological silence, certain
neurotizations of the deficiencies and the rehabilitation,
the splitting between cognitive and
affective or massive use of somatization, often
in continuity with important aspects of emotional
dependence in childhood, which may be further
complicated in adolescence under the pressure
of the second process of separation and individuation,
establishing development difficulties
not directly related to the deficiencies.
On the other hand, the idea being consolidated
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is that the treatment and rehabilitation form a
moment in a shared process that includes educational
, pedagogic and teaching interventions;
from this perspective the methods of social and
school integration are crucial. Therefore, attention
to personal and contextual factors, considered
in their continuous interaction, is both
a necessary condition to better understand the
trend of development and its clinical manifestations
and the possibility to link the therapeutic
and rehabilitation project of the project life.
This approach, however, requires a revision of
established models and working practices. The
authors discuss, with reference to cases of neuromotor
disabilities, the most significant aspects
of the psychodynamic-oriented care, meaning
integrating setting of a therapeutic and rehabilitative
approach connected to project of social
and scholastic inclusion.
The contribution comprises the presentation
of an ongoing experiment in a secondary school
which has a long-established collaboration in
the inclusion of disabled students.