Ep.2.031 counselling social and emotional learning

1. “To teach with affectionˮ
The student and the teacher: how they grow in the relationship.
EP.2.031
COUNSELLING-SOCIAL AND EMOTIONAL LEARNING
( ΣΥΜΒΟΥΛΕΥΤΙΚΗ-ΚΟΙΝΩΝΙΚΗ ΚΑΙ ΣΥΝΑΙΣΘΗΜΑΤΙΚΗ ΑΓΩΓΗ )
accademic year: 2016 / 2017
winter semester
Διδάσκοντες μέλη ΔΕΠ / Faculty Instructors
Constantinos Voyoukas
Φοιτητης / Student : Giovanni Carli
ΑΚΑΔΗΜΑÏΚΗ ΤΑΥΤΟΤΗΤΑ / Academic ID : 250050682053
Matricola UniFi : 5378593
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2. “Credo che i bambini abbiano la verità.
(In quanto bambini).
Loro credono che io abbia la verità.
(In quanto adulto).
Quindi?
Quindi stiamo assieme.”
“Children have the truth.
(I think).
I have the truth.
(They believe).
Then?
We talk, we play, we relate.”
[The author]
So it is (if it seems to you)
[Così è (se vi pare)]
Luigi Pirandello
" How many psychoanalysts are necessary
to change a light bulb?
One, but only if the light bulb really
wants to change! "
[Anonymous]
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3. INDEX
Introduction........................................................................................................p. 4
How C.P. can help children in conflicts or in social and group problems.........p. 5
- Conflicts..........................................................................................................p. 6
- Classroom applications..............................................................................p. 7
- Social and group problems..............................................................................p. 9
- The question of timing................................................................................p. 9
- Tell and tell yourself ... recall.....................................................................p. 10
- The paradigms and research.......................................................................p. 11
- Extra-curricular applications...........................................................................p. 14
Conclusions........................................................................................................p.14
- A cost speech...................................................................................................p.14
- The concept of 'truth'.......................................................................................p.15
Bibliography......................................................................................................p. 17
- Authors cited in the text...................................................................................p. 18
- Supporting readings not cited..........................................................................p. 18
Linkography..........................................................................................................p. 19
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4. Introduction
From the social smile to vygotskijani contributions it is clear now: we grow in the relationship.
And It is in a more ecological and systemic relationship that the two sides, the teacher and the
learner, can only continue to grow with each other.
From the '80s onwards, in the last two decades of the childhood century, under the humanistic
and humanizing incentive, psychology achieved one of its fundamental roots: the philosophy.
New pedagogical applications are opened, from reflection on mental health to gender policy and
feminism, to the holistic view that, in some sense, even retrieves the 'sacred' way.
You get to it through an excursus passing by psychometric coldness of numbers and of
behaviorism Pavlov-Skinnerian, the phenomenology and existentialism and so on, until
integration, (for someone a synthesis) in the complicated and complex 'Human'.
We grow thus putting, opening and setting up for the truest possible relation (with empathy),
taking care (and not cure!) not only for one of the two parts, but for the report as a whole.
We lost, however, as in every Copernican revolution, some certainties: the recipes; of course we
enter now in a new horizont, where currently it is difficult to obtain representative sample data.
We would try, in this report, to identify some good practices in school, highlighting some
virtuous attitudes that, if internalized, they might even become tools tout court.
We will write about what we can do in school and extra-school environment, especially focusing
our attention on the contributions that counselling psychology can give to the resolution of
conflicts, social problems and group.
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5. How Counselling Psychology can help children in conflicts or in social and group problems
The teaching profession on practice is characterized of the relationship between the class and
his/her, with everyday facts/events ... everyday life in this always evolving relationship.
We are certainly in a very dynamic process, although it tends to take place within certain
margins, where, partly because of biological evolution of the students, the parties to the
communication are constantly changing and new.
The classroom is certainly a practical work camp where the theories are helpful tools but where
it often imposes a vision problem-focused more practice and empathic.
Concerning the time of 'treatment' we will not tarry too much on this report, because:
the short term (e.g. the resolution of a quarrel or a temporary learning difficulties) falls, in some
sense, in the long term which embraces all educational background and career of the student and
teacher; the long term tends, even, to overstep the scholastic career when it becomes the long
life learning construct.
There is a difference, however, between the conflict resolution (more often short term) and
solving group and/or social problems (typically both short and long term).
This difference is the number and the dichotomy of 'me' and 'us': conflict between two or more
people is always identifiable by the presence of two or more 'I' and when these 'I' become a 'we'
the group is formed. This 'we' tends not only to forget the various individuality and to deny them
but it tends to change and organize them; in two word: conformable and standardizing.
This complexity becomes stronger in social problems where not only a simple 'us' enters in the
adversarial relationship but also an idea, a value, a principle which is also usually approval (as
would Boal, le flic dans la tete. Boal (2014) ).
So the question becomes more and more complex by the individual then the group and then,in
the end, the social; in one there is always the other: the group is formed of individuals, the social
is made up of groups of individuals. In one another.).
Common step in all situations is to understand the story, where nothing is given for ever and
everything can be seen with a new and dynamic "spectacles".
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6. Conflicts
Psychological counselling provides for conflict resolution, among other things, with the relation.
Entering into relation with the conflict may mean entering into relationships with the parties of
the conflict that, from these, it is acted.
Therefore, most significantly, this may mean shifting attention from the self-centeredness to
reason, because the meeting of two visions, to see the why, to put yourself in the shoes of others,
it can guide the understanding the reasons for such reactions.
There are important nodes, however: if it matters, the willingness, in a short motivation. If,
therefore, you motivated to get to be able to surrender to the resolution of the conflict as a way
to 'enjoy' the relation (neglet of self-in-relation).
For the school environment, in addition, the conflict is an educational opportunity as it can see
the emotions in their natural occurrence, as are unleashed, why and understand them.
Often conflicts explode verbally (sometimes even together with the physical actions) then (see
Lacan but also Deleuze, Foucault and others), the conflict shows a language-structure of
unconscious which enables us to better understand the scale of priorities, for example , through a
structured symbolic system.
From here, shaping (modeling), there is a model in respect of the starting material, an empathic
and active listening; both of the internal structure of the story and the constitution. As well as it
must listen the wood grain or the clay moisture to model them, we have to listen to emotions
(human) for molding or shaping a student.
Achieve, therefore, the multiple and deep why concerning the conflict in order to systematize
this experience with the class; act as observation group and moderate reflection by the teacher
who also knows the familiar, individual and extra-school stories of the students, and any expert
reports.
In conflicts, the ratio is always individual, and then you can also think of a job to play even in
the field of curriculum, targeted at the biographies and auto-biographies (Loytard. Narrative
self-biography and bibliography)1
,in an open and secure relationship as the one in the case that
will follow.
1 - see also: L.U.A. - Libera Università dell’Autobiografia.
The Free University of Autobiography has been included as part of the Italian Ministry of Education, University
and Research in the list of entities accredited / qualified for the training of school personnel. → see Linkography
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7. Launch life jackets in order not to get lost in the emotional waves:
A reversal of perspective might help the way we are proposing, for example a non-rhetorical
questions like: What have the teacher learned?
In this tipping the teacher could propose a overarching, global view of the class, the world and
so on.
Managing conflict in the classroom can mean grabbing a trigger and take it on the fly, without
resolving it as a teacher / adult but solve it together, each with its contribution, each with its own
experience and vision.
- Classroom application
Yes message! Accept Vs inhibit. A practical case2
.
The English teacher is doing a play with the class that is divided into two teams,
in the team 'A' Giulio3
wrongs, nothing serious, the team loses a point and in many laugh, including
Giulio,
However, Viola is very competitive, wants to win and she does not laugh but draws Giulio attention
and concentration, Giulio wrong again, soon, everyone laughs,
Viola: did it intentionally to make them laugh!
Giulio: it's not true, liar !!
Giulio plays well and after fails again,
Viola is increasingly angry but this time she is silent, it goes on for a little then she becomes purple in
the face and she starts to scream against Giulio, then against the teacher and asks for her
intervention,
the teacher tries, as mentioned before, to exhort Giulio playing really, without playing anything else;
the game starts again, but Giulio intentionally fails, the fact is very much evident.
Viola, so purple in the face and really angry, begins to threaten him with death, he pounced at the
neck, the whole class group tries to divide them, the two are divided and the teacher, very slowly and
calmly waits for silence and then ... begins the analysis of the incident, very technically,
Teacher: Giulio, Viola, sorry, now you try to calm down for a moment, together we try to understand
what happened.
(The teacher does not emphasize the seriousness, even if she notices it and, in some ways, declares
it.)
Teacher: Giulio well to me it seemed you to do it just intentionally? You did it on purpose? Because it
seemed like a lot.
2 - It happened to the writer during his training at Scuola Città Pestalozzi di Firenze → see Linkography
3 - Names have been deliberately changed for privacy reasons.
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8. Giulio: a little. ....yes.
Teacher: Viola and you did you realize he was doing it on purpose?
Viola: (shouting) Yes!
Teacher: sorry but ... you wondered why?
Viola: I don't know! He always does, because they [the friends group] laugh, they are idiots like him.
Teacher: Viola, sorry, just to make me understand what happened, and now, try to calm down for a
moment, I would not want you to come back to fight, scream, take offense and so on, otherwise it's
very difficult for me and I can not understand; and I would like very much to understand, because it
happens often. I think I have to help the whole class understand. Can you calm down so we try to
reason better and understand?
Viola: Yes, sorry.
Teacher: Of course! I would also very much angry (turning to Giulio) I must say, if I felt that a fellow
would make me angry ... intentionally. Don't you think so?
Giulio: Of course! (With a contemptuous attitude leader)
Teacher: Giulio then, can you tell me why you do it? Because we understand that you did it
intentionally. Just to understand, I'm not scolding ... yet ... ... because it is a behavior not quite correct
I suppose...
Viola: indeed!
Teacher: (to Viola) my love ... not even your behavior, although understandable, was very very wrong.
I understand that you feel to the side of reason, but if it happened on a bus ... what were you doing?
You'd really jumped to his neck and killed him?
(Viola calms down, now he understands a little his reaction)
(Giulio almost smiles)
Teacher: sorry guys, everyone, I'm not trying to figure out who is right !? Do you understand? Don't
expect from me to know who is right or not. If you really want to know what I think, as usual, I think
that everyone has his reasons. Each reacted as he needed to do. Giulio, I understand the Viola's
need and we'll try to figure out if we can use other 'strategies' of defense, ... her was a little too
violent... and aggressive. But I'm missing your need, why you did it intentionally?
Giulio: because ... because so she got angry ...
Teacher: sorry, I try to give my version then, tell me if it is wrong ... I should not do so because it will
'pollute' a little, that's why it's important to figure out what you feel and express it, otherwise we risk
think what the others tell us ... anyway, sorry, I'm a teacher .... so: Giulio you were doing it intentionally
to anger her; the friends were laughing and so ... it was more interesting than staying to play the
game of English. it was not amuse so much. It's right?
Giulio: (with a bit difficulty) a bit ... yes, I was bored, but the first time and the second I really wrong! I
can't play very well this [omissis] game!
Teacher: mm ... well, well, okay, that's enough, I think I understand even better then; thanks Giulio, (to
Viola) I suppose that your partner gave you trouble because he was annoyed ... to the fact that he
does not succeed playing ... (to Giulio) Giulio apologize me, maybe I should ask permission to say
this....
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9. Giulio: no no, that's right ..... (laughing with the whole class)
Teacher: Viola, forgive me, now do something else, but if you, when Julius purposely fails to anger
you, just you said to me something like: < Teacher, excuse me, but it makes no sense to the game
and we do not fun, Giulio missed a bit on purpose to make me angry and I guess I'm angry, I can
stop? > Or ... I do not know ... try not to have " To resist! Resist! Resist! Hold up, hold up, hold up! I
can do! I can do it! I ignore him! I ignore it! I know it! Force Force Force ... " . All they would burst! do
you agree? .... Mmmm ... ok, let's see how a pressure cooker runs, we will use all words in English ...
hehe.4
*As can be seen from the case study above the conflict often brings with it a group factor that
will analyze in the following section.
Social and group problems
Accept, not judge!
From the singol or dual conflict ambit we move to a group scope where the user prospective
becomes more complex and full of interrelated nodes.
The perception of 'customer' (client's perception of ...) remains central, remembering that often
the group is a 'we' that denies the many 'I' that constitute the group itself. the mass tends to
depersonalize (see Canetti 1981) and this 'I', this self (as would psychosynthesis) should
therefore be tracked.
The question of timing
The time path becomes more important from small, medium or long-term to long or 'part of a
long' term: a conflict can be solved in a time ranging from the order of minutes to a number of
months.
The group problems, however, can also resolve in months or years and may take the duration of
the study program.
Social, moreover, they can come to embrace a greater range of time, even far surpassing the
continuation of compulsory education period. The school may arrive, in these cases, to provide a
small but important contribution by relating and rooted as much as possible with the social
fabric that surrounds and affects.
4 - The case, taken from a real experience, it has been reported by synthesizing parts coming, however, from an
audio recording used for study purposes. Exchanges, then, are real and not rebuilt.
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10. The "brief intensive psychotherapy term" identifies the conflict and ignores all other material, it
has a fixed number of sessions precisely because it aims to solve in a very short term. It is acted
from an expert and not by a teacher, it need for urgent and compelling problems that can not be
delayed and can not be postponed.
The "solution focused therapy", another example, aims to make metaphorical narrative action,
perhaps a teacher can not guide therapy, but can provide interesting and helpful material
especially to de-emphasize the problem.
We must pay attention, in the short-term treatment, to 'clients' , they do not recur later more
serious disorders. So working with the time-limited should not be a cut short and there must be
an opening to the long-term.
... also to make importance to the time, that would not a little victory!
In the word term there is, however, also a anxiety, a basis of stress: achieve a result in every
action. The school must pay attention to ensure a certain training path to mental health5
in the
modern sense.
In the school context, especially for not expert teachers, we must also pay attention to the effect
of pandora's box! In the fifteen years professional experience of the writer in theatrical robes,
the pandora's box effect is evident in the narrative and inthe cathartic practices related to those
may seem like simple games or knowledge exercises.
A teacher always threatens to open a jar of pandora ... so? Empathy, understanding, deep
respect, consistency and simplicity. ... beautiful words! The harder is to understand what they
become in practice, for now, in this paper, they are words; become actions in daily practice,
through experience and dynamic exchange with colleagues, students, parents and so on.
Tell and tell yourself ... recall
The first step in addressing a group or social dynamic is intercept (tapping) the problem, bring it
out and make it explicit.
An activity for all: the art. Art is not a simple matter (if any exist) and it is made of experience
and pedagogical methods. It is certainly hermeneutics activities and it is always understood as a
narrative speech act ( Austin , Searle. see Bibl.) but above all it is the modifying (amending).
5 - see bibliography where are reported some sistematic review concerning the concept of mental health in the
school.
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11. Therefore it depends on the professional looking, listening, interprets and decides.
But we observe through what? Through our ideas, which are our experience and through our
culture and it was minimally chosen.
The internal recall process are not only knowledge, but also models through which we
categorize the outside world, set up models linked to our experience, that sometimes it can be
prenatal. The experience can change in re-telling herself. Here we can insert a 'narrative
intervention'.
Identity can not be reduced to mere biology or genetics; it is visceral experience that resonates
attraveso, precisely, internal working dynamic models6
.
The paradigms and research
All the above steps afferent to a general plan of action, especially when it becomes systemic and
important. We have to plan and measure progress, thresholds, groups of objectives and targets,
feed rate; confront the workers.
In the Italian context there are various procedural documents linking the scope of non-school
mental health treatments to the field of school curricular and disciplinary results. Here it is not
possible to consider this type of influence7
.
Need to know: to whom we address, how many people, which is why, for whom, for what
purpose and where. The data help corrects the shot through the "case-based" experience, is
powered via an increasing quantity of data and increasingly precise and best sampled.
quantitative problem: 'qualitative'. How to measure the well-being and motivation (family and
society skils) that guides us towards the practice-evidence-based paradigm, where onto the pitch
top-down and bottom-up logic. What seems to work is never a recipe but the combination of
evidence, paradigms and possible methods.
The various paradigms contribute in different ways, depending on the experience and practice of
the parties involved. Surely the psychodynamic paradigm helps to summarize the experiences in
a narrative way (see Foucault 1969, but also various works of Bruner for the narrative,Moreno
for psychodrama that creates a link with the dramatic art, and various other experiences).
6 - See InternalWorking Models, Bowlby in Bibliography
7 – for 'educational plans' and other documents such as the Dynamic Functional Profile (PDF) see Linkography
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12. It is, however, a choice. You can understand from the example of Classroom application where
the humanistic paradigm is perhaps the most obvious at a first and quick read, but through a
constitutive and constructivist logic that reminds the internal working models of childhood
already mentioned, also deriving from the psychodynamic paradigm.
The behavioral paradigm tells us, for example, the correction of the non-adaptive vision,
pointing out how the world influences affect the vision of the self.
"So it is if you like it." Pirandello, but also "People are not disturbed by events but by the vision
they have of themselves." of Epictetus; the ghost of Plato's cave; existentialism (Sartre, etc.);
examples abound.
This is not to say that, for example, the study of a clinical framework can not help us to
overcome the barriers to a relationship, indeed, but want only means that the teacher should
know more paradigms to always act "case-based" and this in a dynamic way, but not random,
and relegate to expert a clinical reading and the ability to deliver better tools.
The teacher, in short, is not a professional of clinical or psychological diagnosis, but a mediator
capable of providing data to interpret cases, able to manage the daily practice, not worsen
situations but, on the contrary, trying to improve and make more to realize, awareness,
autonomy.
The teacher manages the here and now, the practitioner is responsible for designing a more
wide-ranging and more ... systemic vision (systems paradigm)
A choice may be heading towards the process rather than to the content, but, mainly, especially
today, "the medium is the message" (see Mc Luhan 1967).
Citing the critical McLuhan and thinking about the Pasolinian concept of approval (see
Linkography) it is compulsory a critical comment about the medicalization: the path
humanizing tends to activation of the patient, to awaken him to the care of himself as an co-
worker of the expert, this latter invested by the client/patient/student of authority assigned
through a therapeutic alliance, signed and played day by day, step by step.
The paradigm personality and system, however, reminds us that we are always members of a
society, we are always interconnected, there is always an exchange of affection and resistances;
if I change I will change my family members (I choose my parents), also for the social
environment, only perhaps more slowly.
Sometimes so slowly that it becomes the utopian vision of society, that will change when I'm
gone ... but it will be changed with my contribution.
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13. More than the student's vision this may be the teacher's utopian vision in his professional work,
which is undoubtedly of great social impact; although not measurable in the here and now, but
only to a generation gap and not always possible to see.
With the school also changed society, so the territories, places, through the groups of people
who live there, through families, through classes, through the kids.
In this view, the problem may also be out of the customer but of interest to the customer (locus
of control), is an adaptation to a world that still surrounds us, which we can change vision, but
which of the characteristics will also be accepted.
This dynamic can also be traced in the example shown in the preceding paragraphs: the concept
of strategy that changes the reaction of others is a way to reveal the world less adverse, to see it
with new eyes, to instigate another chance to world around us .... quantum physics? Maybe ... in
fact we are not able to go further in this discussion but the fields of knowledge are interrelated,
belonging, however, the human attemptable.
Approaches are so many, almost like the paradigms of reference, the roads that are open are a
little harder to follow because they show less discrete data.
The humanistic paradigm, the systemic and integrated not deny science, especially not deny the
scientific credibility of the data and journalistic research and statistics; the concept of well-being
and mental health changes and are structured by opposing the stigmatization8
.
A practical example of reading instrument can be the following scheme:
Psychology Cognition Emotion Behaviour Relax
I'm tense I'm not able I have anxiety I get angry I test relax
I stop being interested I test relax
I surrender I test relax
....I act when after TESTING back to being tense
I'm tense
(obviously)
I do not know if I am
incapable
I have anxiety but I'm
curious to know if I can
I get angry I test the step forward
... putting it in loop .
Just trying to change a core belief, this can and should try to act the teacher.
8 - see bibliography for articles and systematic review about the concept of stigma on mental health in the
school.
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14. Extra applications
Learning is never an experience out of life, parent support and siblings, old memories, family
stories, the often negative psychological inheritance, can also be positive and must be added to
the positive legacies of other fields .... first and foremost scientific ones.
So why the psychology Counselling? Because it shows a shorter time and can delay, rather than
excluding, long treatment and it can produce major effects, psychology is health! Not only for
the school but also for the society as it passes through the primary institution: the school.
Conclusions
What is health? Merely absence of disease? normality? So we might ask ourselves what is the
norm? An arithmetic mean between the human conditions ? A utopia for which to strive? A
dynamic process of asymptotic approximation to this utopia? All of this?
In conclusion it seems that the 'who' make the difference, but this 'chi', the teacher, how can he
learn to be empathic? What tools do we have to form to the experience? In fact many: the 'active
Dewey's memory to the exchange of best practices education, scientific research and much of
which has been discussed in this report.
A cost speech
Currently education seems to be no longer a step of static knowledge but a transmission of
dynamic navigation techniques.
Currently research shows the deficiencies due to a scarcity (paucity) of data or data
categorization: the data are often individual cases very different, especially for the history that
expresses and therefore not standardized and statistically observable.
Quantitative research continues to provide its contribution but the qualitative research, which
shifts the focus from the number with the word, opens a new perspective hermeneutics and
heuristics, where it turns and it is also through intuition (as well as in the world of scientific
research has always happened); they will seek data that often arise from data collected
(gathering) and scattered disagrgegate or aggregated in order to create a vision of the case study.
Wanted triangulations, samplings of small cases, face to face open-ended interpretations and
questionnaires.
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15. Videorecordings, and techniques of interpersonal process recall or stimulated recall,
metaphorical language or para (here again the theory of speech acts), diaries, memoirs,
documents (especially on the nursery and primary schools) are important activities and aid. The
teacher can be a vital key presence.
The daily effort is to try to give meaning to each act, a meaning that can vary with experience
'in' and 'of' the relationship with the student and / or with the class. Express yourself helps to re-
shaping meanings and to shift it toward a positive perception that aims at the development of
personality, autonomy and the positive contribution to society.
All this presents itself as 'costs' until it is put in the system and is not intended as a long life
(learning). The resolution of a case costs less if approached in a short time, but the fear is that
what costs less is worth less or lasts less, which is why the long life worth, the day to day,
because it tends to make the cure a prevention or a care.
The calculation of costs and benefits is not easy to do so and there is no data to take sides clearly
on one side or the other; probably we are finding that there is no longer the truth, the way, but
many truths and many ways.
The concept of 'truth'
The science seeks truth, it has already realized that the truth is a dynamic concept that always
changes with the culture system that expresses it; more recently, the concept of truth has
fluctuated from an asymptotic approximation that tends to infinity (come to understand the
unconscious) to a quantum type unattainable truth (the truth is this ... and this ... and this .. . and
also this ... and this ... and this ... and only one ... and all ... and so on).
The infinity of the truth is extended and from single unattainable truth it has become
multifaceted and, time to time, conceivable rather than perpepibile.
We are in a world of strong subjectivity where the evidence reside in everyday practice and in
the practice of relationships whether one person or smal group (like a class) / medium group
(school) / large group (social environment).
'Strongly subjective' means, unfortunately, also go towards the faux-religious visionary drift.
Starting with the thematic source concerning diversity, in the sixties and seventies of the
twentieth century, (feminism, black pride, childhood, disability, discomfort, and so on) the
subjective view of the world, so open and enlarged, get to be able to understand the 'Whole'
through peak experience like serious bereavement or war and even through 'out of a body
experience', extra-terrestrial UFOs and generic life-myth.
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16. And there are the 'isms' like Marxism and Steinerianism (sorry Karl!), ism ism ism ... opium of
the people.
Losing idea for ideology: the idea is an expansive thrust, a contribution to do something else,
Karl Marx or Rudolf Steiner ... it's the same (sorry ones more Karl!), depending, of course, from
acting subjective. Ideology is sclerotisation, the religionizing of that expansive thrust and
folding in on itself.
Of course it is compulsory a cross-cultural approach between culture and identity:
What is my position in relation to the culture of my students and their families? And what is
their position in relation to me?
The aim is to try to understand the journey of that human being that the teacher categorize as his
pupil!
Amo la potenza, non il potere.
La potenza apre, espande, allarga;
Il potere chiude, schiaccia, costringe.
Amo la velocità non la fretta.
I love the potency, not power.
The potency opens, expands, broadens;
The power closes, crushes, forces.
I love the speed does not hurry.
Bergonzoni Alessandro
It is a challenge! ... It's an attempt.
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17. Bibliography
• Pirandello L. - Così è (se vi pare).
BUR Biblioteca Univ. Rizzoli – Collana: Classici moderni 2013
• Boal A. - Il poliziotto e la maschera. Giochi, esercizi e tecniche del teatro dell'oppresso.
La meridiana – Collana: Partenze – 2014
• Bowlby, J. (1969). - Attachment and Loss. Vol. 1: Attachment.
New York: Basic Books. Tr. It. Attaccamento e perdita. Vol. 1: L’attaccamento alla madre. Torino: Boringhieri, 1972.
• Bowlby, J. (1973). - Attachment and Loss. Vol. 2: Separation.
New York: Basic Books. Tr. It. Attaccamento e perdita. Vol. 2: La separazione dalla madre. Torino: Boringhieri,
1975.
• Bowlby, J. (1979). - The Making and Breaking of Affectional Bonds.
London: Tavistock Publications. Tr. It. Costruzione e rottura dei legami affettivi. Milano: Raffaello Cortina Editore,
1982.
• Bowlby, J. (1980). - Attachment and Loss. Vol. 3: Loss, Sadness and Depression.
New York: Basic Books. Tr. It. Attaccamento e perdita. Vol. 3: La perdita della madre. Torino: Boringhieri, 1983.
• Bowlby, J. (1988). - A Secure Base: Parent-child Attachment and Health Human Development. New York: Basic
Books. Tr. It. Una base sicura. Milano: Raffaello Cortina Editore, 1989.
• Foucault, M. (1969) - L'Archéologie du savoir –
Paris: Gallimard. Tr. It. L’archeologia del sapere. Milano: Rizzoli 1971 ed. BUR 1980
• Austin, J.L. (1962) - How to Do Things with Words -
trad. it. Come fare cose con le parole, Marietti, Genova 1987.
• Searle, J. (1969) - Speech Acts. An Essay in the Philosophy of Language -
Cambridge, Cambridge University press, 1969.
tr. it. Atti linguistici. Saggio di filosofia del linguaggio, Torino, Boringhieri, 1976.
• Mc Luhan, H.M. (1967) tr. it. Gli strumenti del comunicare, Il Saggiatore, Milano.
• Canetti, E. (1981) tr. it. Massa e potere, Biblioteca Adelphi, 17ª ediz.
• Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health
Stine Ekornes, Trond Eiliv Hauge e Ingrid Lund
- Published online: 16 May 2013. - International Journal of Mental Health Promotion
• A review of educational outcomes in the children's mental health treatment literature
Kimberly D. Becker, Nicole Evangelista Brandt, Sharon H. Stephan & Bruce F. Chorpita
- Published online: 31 Oct 2013. - Advances in School Mental Health Promotion
17 Go to Index

18. ◦ Authors cited in the text
• Jacques Lacan....................................................................................................p. 6
• Gilles Deleuze....................................................................................................p. 6
• Jerome Bruner ..................................................................................................p. 11
• Jacob Levi Moreno............................................................................................p. 11
• Karl Marx...........................................................................................................p. 16
• Rudolf Steiner....................................................................................................p. 16
◦ Supporting readings not cited
• Tamara Zappaterra - Special needs a scuola. Pedagogia e didattica inclusiva per alunni con disabilità -
Editore: ETS - Collana: Scienze dell'educazione – 2010
• Tamara Zappaterra - La lettura non è un ostacolo. Scuola e DSA -
Editore: ETS - Collana: Scienze dell'educazione - 2012
• Vanna Boffo – Relazioni educative tra comunicazione e cura – Apogeo Education –
Collana: PerCorsi di studio – 2011
18 Go to Index

19. Linkography
• L.U.A. - Libera Università dell’Autobiografia
→ http://www.lua.it/
• Scuola Città Pestalozzi – Firenze
→ http://www.scuolacittapestalozzi.it/
• MENTAL HEALTH PROGRAMS IN ITALIAN SCHOOL
Il portale dell'epidemiologia per la sanità pubblica
by Centro nazionale di epidemiologia, sorveglianza e promozione della salute dell'Istituto superiore di sanità
→ http://www.epicentro.iss.it/temi/mentale/iniziativeItalia.asp
• GUIDELINES FOR THE RIGHT TO STUDY OF PUPILS AND STUDENTS WITH SPECIFIC LEARNING DISORDERS
LINEE GUIDA PER IL DIRITTO ALLO STUDIO DEGLI ALUNNI E DEGLI STUDENTI CON DISTURBI SPECIFICI DI APPRENDIMENTO
by M.I.U.R. Ministero dell’Istruzione dell’Università e della Ricerca
(Ministry of Education, University and Research)
→ https://aidparma.files.wordpress.com/2011/07/linee_guida_sui_dsa_12luglio2011-4.pdf
• BLOG of inclusiveness and special educational needs
→ https://sostegnobes.wordpress.com/pianoforte-didattico-personalizzato/
• Pasolini e l'omologazione del nuovo fascismo. [ 2’40’’ to 3’00’’] Italian language
→ https://www.youtube.com/watch?v=vQttzmv55iA
19 Go to Index