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Today, the supportive nature of institutions as active institutions of meanings is hindered by the excessive requirements to standardize behavior and thoughts. This reduction of institutions to issues of functional efficiency adversely impacts the forms of regulating social relationships, including in educational and care organizations. The author proposes a clinical approach to institutions, i.e., a form of intervention where the working-through process accomplished in talking-groups is pursued in inter-group encounters. In this way, the different social actors are able to face the conflicting tensions engendered by the excessive pressure on the situation as a whole.