Educational objectives: development of knowledge and skills related to psycho-pedagogical counseling of families; parenting support services, understood as a form of adult learning; development of pedagogical therapeutic skills and practices in the management of parent-adolescent relationships: clinical and pedagogical work with adolescents according to the systemic-relational perspective within a three-generational family framework.
Acquisition and increase of skills, in terms of clinical-pedagogical intervention, which look at the crisis of the young patient as a sign of a block in the realization of phase-specific evolutionary tasks.
Acquisition and increase of skills, in terms of clinical-pedagogical intervention, which look at the crisis of the young patient as a sign of a block in the realization of phase-specific evolutionary tasks.
teacher profile teaching materials
The so-called "new parents" today live a situation of relational disorientation. When a man and a woman access the state of paternity/maternity, a gray area is formed, within which the spouses find themselves involved in a process of profound transformation of communication patterns. The anthropological fact on which education is based is clear for all to see: the human person is not, but becomes. To become himself, the person needs someone to accompany him on this journey, because one does not "become" alone. The first "other" that the newborn encounters in this becoming are the parents. Throughout human history, parents have always transmitted their cultural, economic, relational heritage to the younger generations; the older generations have, albeit often in radically different ways, expressed some form of care towards the new generations. Sometimes, and certainly increasingly in recent decades, this care has been intentional, that is, parents have expressed an explicit desire to educate their children by orienting them towards the goods, values, and orientations of their time. When the parent takes care of the growth process of a child in a conscious and intentional way, going beyond the practice of raising, which every animal species carries out towards its own young, we can consider that a properly educational act is being carried out. Education is therefore a function inherent in the family, in the process of intergenerational transmission. Working on these issues, we immediately come across a sort of paradox: if, on the one hand, the educational task of the family is considered increasingly indispensable, on the other hand, the inadequacy of the current family in exercising this function effectively is increasingly highlighted.
At the same time, the condition of the adolescent itself appears increasingly exposed to multiple critical issues: forms of drug and technological dependence; youthful depression; eating disorders; social withdrawal; self-harm behaviors; difficulties that are linked to the "effort of being oneself". Adolescent problems, within this perspective, are intertwined with those of a socially weakened parenting, requiring the development and implementation of pedagogical-clinical skills
2)M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella, L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020
3)M. Andolfi- A. Mascellani, Storie di adolescenza. Esperienze di terapia familiare, Raffaello Cortina Editore, Milano, 2015 (Di questo testo andranno studiati alcuni capitoli indicati, successivamente, dal docente).
Programme
This study program proceeds and is structured starting from the recognition of the fact that the educational dimension carries within itself a need aimed at encouraging, promoting and activating processes of integration of the person within the family, school, social, cultural, historical-political contexts of reference. An integration that is accompanied, moreover, by the consideration of the cruciality relative to the psycho-affective dynamics that characterize the process of identity development, emotional literacy, construction of affective and interpersonal bonds, as well as of encounter and dialogue within the shared social and communicative space. Integration, therefore, which, however, must not be exhausted within dynamics of passive assimilation, of homologating conformation, of dispossession and loss of self. Central, within this framework, is the notion of "care" (see the text by Giosi), as a pedagogical-educational category/strategy aimed at promoting processes and paths of self-analysis, awareness, construction of significant relationships for the person. Crucial, within this notion of care, are those "roots" constituted by "vulnerability", "pain", "empathy" with particular reference to the condition of adolescents and families. In fact, within a pedagogical perspective of care, it appears evident how the redefinition, today (and for several years now), of the space of the family, of the relative roles, maternal and paternal, of the social representations of this area, has generated a new and complex phenomenology of problems that pertain to the educational relationship between parents and children.The so-called "new parents" today live a situation of relational disorientation. When a man and a woman access the state of paternity/maternity, a gray area is formed, within which the spouses find themselves involved in a process of profound transformation of communication patterns. The anthropological fact on which education is based is clear for all to see: the human person is not, but becomes. To become himself, the person needs someone to accompany him on this journey, because one does not "become" alone. The first "other" that the newborn encounters in this becoming are the parents. Throughout human history, parents have always transmitted their cultural, economic, relational heritage to the younger generations; the older generations have, albeit often in radically different ways, expressed some form of care towards the new generations. Sometimes, and certainly increasingly in recent decades, this care has been intentional, that is, parents have expressed an explicit desire to educate their children by orienting them towards the goods, values, and orientations of their time. When the parent takes care of the growth process of a child in a conscious and intentional way, going beyond the practice of raising, which every animal species carries out towards its own young, we can consider that a properly educational act is being carried out. Education is therefore a function inherent in the family, in the process of intergenerational transmission. Working on these issues, we immediately come across a sort of paradox: if, on the one hand, the educational task of the family is considered increasingly indispensable, on the other hand, the inadequacy of the current family in exercising this function effectively is increasingly highlighted.
At the same time, the condition of the adolescent itself appears increasingly exposed to multiple critical issues: forms of drug and technological dependence; youthful depression; eating disorders; social withdrawal; self-harm behaviors; difficulties that are linked to the "effort of being oneself". Adolescent problems, within this perspective, are intertwined with those of a socially weakened parenting, requiring the development and implementation of pedagogical-clinical skills
Core Documentation
1)M. Giosi, Le radici pedagogiche della cura. Empatia, Vulnerabilità, Dolore, Roma, Anicia, 20222)M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella, L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020
3)M. Andolfi- A. Mascellani, Storie di adolescenza. Esperienze di terapia familiare, Raffaello Cortina Editore, Milano, 2015 (Di questo testo andranno studiati alcuni capitoli indicati, successivamente, dal docente).
Reference Bibliography
Bibliografia introduttiva: studi classici psicoanalitici sul tema Freud S., L'adolescenza come disturbo dell' età evolutiva in: Freud S., Opere, vol. III, Torino, Boringhieri. Erikson Erik, Gioventù e crisi d'identità, Roma, Armando, 1974 Freud Anna, Infanzia e adolescenza, Boringhieri, Torino Blos P., L'adolescenza. Una interpretazione psicoanalitica, Milano, Angeli, 1971. F. Dolto, I problemi degli adolescenti, Longanesi, Milano, 1991. A. Casoni, Adolescenza liquida. Nuove identità e nuove forme di cura, Edup, Roma, 2008; S. Vicari-M.C.Caselli, Neu¬ropsicologia dell’età evolutiva, Il Mulino, Bologna, 2017: S. Vicari, Adolescenti che non escono di casa, Il Mulino, Bologna, 2022. M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella; L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020Attendance
Attendance methods in personType of evaluation
Questions about the program and the expected texts