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THE DIALOGICAL PRINCIPLE IN MENTAL HEALTH Single discipline educational activity
Course Sheet Academic Year of enrolment:
Professor and Collaborators:
Hours of classroom activity:
Objectives
Contents - Levels of psychopathological inquiry and their purpose: understanding, diagnosis and care
- Descriptive, clinical and structural psychopathologies
- The “toolbox”: epoché, empatic, eidetic and dialectic understanding
Psychopathological knoweldge as the basis for psychotherapy
- The lived world of hysteric, phobic, obsessive, melancholic, manic, borderline, toxicomanic, paranoic, narcissistic, affected by feeding and eating disorders and schizophrenic persons
Extended Syllabus Multiple choice test (with 5 filter questions);
30 questions (1 point of each right answer) Allotted time: 40 minutes.
The technical approach to the interview
The meaning of “symptom” in the bio-medical paradigm
The meaning of “symptom” in the psychodynamic paradigm
The symptom as text
The “toolbox”: epoché, empatic understanding, eidetic understanding, dialectic understanding
The concept of “life-world”: lived time, body, space, Self and alterity
What are emotions and are they relevant in the therapeutic interview?
What are values and are they relevant in the therapeutic interview?
Guidelines for the therapeutic interview. The PHD method: phenomenological unfolding (P), hermeneutic analysis (H), dynamic analysis (D)
The lived world of phobic persons
The lived world of hysteric persons
The lived world of narcissistic persons
The lived world of borderline persons
The lived world of paranoic persons
The lived world of toxicomanic persons
The lived world of persons affected by feeding and eating disorders
The lived world of melancholic persons
The lived world of manic persons
The lived world of schizophrenic persons
Recommended Bibliography StanghelliniG., Mancini M. The therapeutic interview in mental health. Cambridge University Press, 2017
Methods of Provision
Teaching Methods Classroom-taught lessons with detailed documentation of case studies from the Teacher’s own clinical practice, simulations and analysis of clinical cases.
Evaluation methods Verification of learning:
Multiple choice test;
30 questions (1 point of each right answer) Allotted time: 40 minutes.
Contacts/More Information