Nel presente articolo i possibili significati e il valore funzionale del sintomo vengono delineati alla luce della cornice epistemologica e teorica offerta dal modello psicopatologico e psicoterapeutico di tipo cognitivo-costruttivista, con la teoria dell'attaccamento saldamente ancorata al proprio interno. In questa prospettiva, la comprensione del comportamento umano, sia nelle sue manifestazioni adattative che psicopatologiche, è possibile solo attraverso la ricostruzione della continuità e coerenza dei suoi processi di sviluppo, di come tali processi diano luogo a specifiche organizzazioni conoscitive individuali, e di come tali organizzazioni, se sbilanciate, possano produrre lungo il ciclo di vita individuale quei particolari quadri psicopatologici che definiamo disturbi clinici. I sintomi si evidenziano allora come specifiche modalità volte al mantenimento (del legame) dello stato di relazione con le proprie figure d"attaccamento e quindi di una adeguata coerenza e stabilità del senso di sè che in tali relazioni prende forma. Possono, altresì, essere letti come "metafore incompiute" di aree emozionali critiche non adeguatamente riconosciute, articolate ed espresse nella relazione con l'altro significativo.
La técnica de la “moviola” constituye el núcleo central de la metodología terapéutica postracionalista. En el presente artículo se analiza la moviola en sus componentes más estrictamente técnico-procedimentales y posteriormente se somete su aplicación en una sesión llevada a cabo por el propio Vittorio Guidano a un análisis basado en el método cognitivo-conversacional.
El presente artículo se centra en analizar los distintos significados y formas narrativas que le brindan niños de distintas organizaciones de significado personal a los cuentos de hadas.Primariamente, se analiza la estructura narrativa de los cuentos infantiles (carencia, partida y final feliz).Siguiendo una visión evolutiva y acorde con las teorías post-racionalista y del apego, se buscará evidenciar cómo un mismo cuento puede tener distintos significados de acuerdo a la organización de significado personal, o cómo al interior de la misma, distintos cuentos pueden tener un significado similar.Finalmente,
Children who display early disruptive and aggressive behavior are also at greater risk for delinquency, mood and anxiety disorders, and substance use in the long term. As is the case for many forms of childhood psychopathology, a number of factors are associated with the emergence of aggressive and disruptive behavior, including family factors. Indeed, conduct problems during childhood are usually associated with peculiar parenting practices, such as increasingly coercive cycles of harsh parenting and noncompliance exhibited by child; insensitive and nonresponsive parenting; inconsistent, severe discipline and vague commands and directions; lack of parental warmth and involvement; and absence of parental monitoring and supervision. That is why behavioral parent trainings (BPTs) represent one of the gold standard interventions for conduct problems. The main goal of BPT is to decrease coercive interchanges and, consequently, children aggressive problems by teaching parents strategies in order to apply a more effective discipline. Therefore, the putative mechanism for change in youth behavior in BPT is change in parent behavior. Some of the most employed parent training interventions for aggressive behavior problems are presented.
This chapter offers a conceptual framework within which to integrate attachment theory into clinical practice with people with intellectual disabilities (ID), and explores a more detailed consideration of affective and relational variables in the possible evolution of conditions of ID. How much attachment relationships are central to every aspect of our lives is discussed. Although attachment difficulties have now been definitively linked to a wide range of clinical outcomes in children and adults, many professional caregivers continue to be uncertain about how to work in an attachment-informed manner with people who have ID. This chapter, taking into account the special attachment needs of people who have ID, emphasizes the dynamic interplay between neurobiological vulnerability and parenting, and illustrates how work with patients, families, and organizations providing care and treatment services can be usefully integrated with attachment theory. In particular, it describes the factors, tools, and techniques to consider during the assessment, the case formulation, and the intervention process. Key evidence-based interventions are also reviewed, and an interesting work proposal on challenging behaviors is presented, together with the description of a complex clinical case.
