| 000 | 02469cam a2200229 4500500 | ||
|---|---|---|---|
| 005 | 20250123124353.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aGhirlanda, Luca _eauthor |
| 700 | 1 | 0 |
_a Antonini, Mattia _eauthor |
| 700 | 1 | 0 |
_a Bonato, Tommaso _eauthor |
| 700 | 1 | 0 |
_a Cattaneo, Gaia _eauthor |
| 700 | 1 | 0 |
_a Armati, Chiara _eauthor |
| 700 | 1 | 0 |
_a Lavizzari, Paolo _eauthor |
| 245 | 0 | 0 | _aUn modèle de groupe psycho-éducatif pour adolescents |
| 260 | _c2016. | ||
| 500 | _a83 | ||
| 520 | _aUne réflexion autour du modèle d’un groupe psycho-éducatif pour adolescents qui a débuté il y a dix ans au sein du Service médico-psychologique de Lugano. Le groupe peut devenir un agent potentiel de transformation pour les jeunes qui ne se prêtent pas au jeu symbolique de la psychothérapie, mais qui peuvent bénéficier de la relation psycho-éducative qui se propose comme territoire intermédiaire, transitionnel entre le concret et la pensée. | ||
| 520 | _aConsiderations about the format of a psycho-educational group for adolescents that has been chosen and adopted for ten years within the psycho-medical Service of Lugano, Switzerland.The group can act as a potential change agent for those youth who will not play the symbolic psycho-therapeutic games, but who can appreciate the psycho-educational relationship as an intermediary between reality and thought.The adolescents within the group show extremely varied psychopathologies, but they also share some common features. The group is co-managed by a psychologist, a social worker, and a trainee psychologist and can have four to ten patients aged 13 to 15. The scene consists of the three distinct stages of each session : welcome, snack, and game.The activity of the psycho-educational group generates group processes : the educators engaged in the relationship facilitate the support of the youth’s Ego. The group illusion is reassuring in a narcissistic way. Thought and action are brought about in a special way within the group. Supervision plays a major role as it allows the analysis of transference and countertransference.The psycho-educational relationship that is born within the group is a complex tie between real objects and inner objects. A clinical picture illustrates our work. | ||
| 786 | 0 | _nPsychothérapies | 36 | 4 | 2016-11-21 | p. 213-219 | 0251-737X | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/revue-psychotherapies-2016-4-page-213?lang=fr&redirect-ssocas=7080 |
| 999 |
_c808408 _d808408 |
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