Il trattamento dei disturbi di personalità nel setting forense e sue applicazioni nello scenario italiano

Our present work represents a review of the scientific literature currently available on effective psychotherapeutic treatmentsfor mentally ill offenders. What has come out from the review of the scientific literature on effective treatments focused onthis specific subpopulation is the necessity of highly integrated therapeutic interventions that have to me administered in synergism by different health professionals and community services. Specifically literature states that it is essential to differentiate the forensic patient treatment plan (meaning both psychiatric and penal rehabilitation, antisocial behaviours, prevention of psychiatric and antisocial relapses, intervention on relapse risk factors, work opportunities..) on at least two macro levels: one mainly “institutional” community based, that implies a network cooperation among different services, what we call an enrollment in a community program (both clinical and judiciary) and the other one strictly “clinical” focusing on psychosocial, psychological (and psychotherapeutic) interventions that involve patients themselves and, when possible, their relatives. This paper will introduce a first section on available community treatments literature data and a second one focused on effective psychotherapeutic interventions that are currently suggested for mentally ill offenders. The theoretical frameworks taken into considerations belong to the most valuable and experienced authors on treatment and assessment of forensic psychiatric patients.&nbsp

Condotte aggressive ed antisociali nell’infanzia e nella adolescenza: alcune riflessioni cliniche e psicopatologiche

In Childhood and Adolescence, conduct problems and antisocial behaviour are largely widespread and the most commonreason for referral to public and private mental health professionals. Aggressive and defiant behaviour is not pathologicalitself, but is part of normal functioning, particularly at some specific ages, and a component of human nature. Therefore, deciding when aggressive or antisocial behaviour needs clinical intervention is a challenge, especially across developmentalstages when the plasticity of mental functioning has an impact on the fluency and instability of the diagnosis. In this paper,we are going to consider psychological, emotional and interpersonal features of children and adolescents displaying a psychopathological conduct, beyond behaviour and acts, which, according to a clinical perspective, could be more useful andshould address effective interventions.&nbsp

Il trattamento del malato di mente detenuto

The psychiatric incarcerated population has increased enormously in recent years. Most of them are homeless and sufferingmainly from psychosis, often in comorbidity with substance abuse. Psychopathology, as well as the effect of substances orwithdrawal, mediates the possibility of committing crimes again after release and their pathway in prison. In this contribution, we will present possible treatments currently available in prison, both for psychopathology and detoxification from substances and alcohol, and their effectiveness. In addition, the characteristics of two particular populations, women and adolescents facing the prison experience, will be highlighted. Finally, an in-depth study on suicide and self-harming, transversal to psychiatric disease, gender or age, will propose both the size of the phenomenon and possible prevention or intervention options

In search for environmental education sustainability

[Resumo] Os conceitos de identidade, comunidade, diálogo, potência de ação e felicidade são os cinco pilares que, na compreensão do Laboratório de Educação e Política Ambiental (Oca) da Escola Superior de Agricultura Luiz de Queiróz da Universidade de São Paulo (ESALQ/USP), promovem a sustentabilidade dos processos educadores. Os conceitos aqui tratados foram revisados à luz de abordagens transdisciplinares e tecidos junto ao grupo de pesquisadores da Oca ao longo de um ano de estudos coletivos. O conceito de comunidade é trazido a partir do diálogo com textos de Boaventura de Sousa Santos, Manuel Castells, Zygmunt Bauman, Carlos Rodrigues Brandão e Enrique Leff, dentre outros. A busca do sentido comunitário, a partir de redes de coletivos educadores ambientalistas comprometidos com a construção de sociedades sustentáveis, é expressão de uma democracia radicalmente inclusiva, com pactos de governança e governabilidade que garantam o fortalecimento das identidades coletivas e individuais. Diante de identidades ameaçadas pela globalização e tantas poli-identidades e individualismos forjados na modernidade, a Educação Ambiental busca na dialética indivíduo planeta e no diálogo Eu-Tu proposto por Martin Buber, aprofundar percepções mútuas, que permitam o fluxo de significados e o recolhimento de nossos pressupostos de raiz, como nos lembra David Bohm. O exercício de desvelamento descrito por Eda Tassara insere o sujeito no contexto social como agente educador, politicamente empoderado para transformações sociais emancipatórias, conforme proposto por Paulo Freire. A potência de ação do sujeito, consequencia desse processo, vem da sua participação no coletivo a partir dos chamados “bons encontros”, sob o olhar de Espinosa, resultando na tão buscada felicidade. Esta por sua vez é considerada resultado da expressão de três componentes: o prazer, proveniente do engajamento, mas com significado. Significado compreendido aqui na confluência de saberes e troca cultural Ocidente/Oriente, em cujo cultivo de valores/virtudes encontra-se o silêncio que liberta, unifica e transforma, como nas palavras de Krishnamurti. Por fim, com versos de Fernando Pessoa, termina-se este ciclo conceitual tal qual se iniciou, onde amar é o não-pensar e ao sentirmo-nos na totalidade é que poderemos, um dia, saber a Felicidade.[Abstract] The concepts of identity, community, dialogue, power of acting and happiness are the five pillars which, in the understanding of the Laboratory of Education and Environmental Policy (OCA) of the Superior School of Agriculture “Luiz de Queiróz” of the University of São Paulo (ESALQ/USP), promote the sustainability of educational processes. Such concepts have been reviewed here in the light of transdisciplinary approaches and interwoven by the group of OCA researchers throughout one year of collective studies. The concept of community has been brought about in dialogues with Boaventura de Souza Santos, Manuel Castells, Zygmunt Bauman, Carlos Rodrigues Brandão and Enrique Leff’s texts, among others. The search for the communitarian sense, from Collective Educators’ networks committed to the construction of sustainable societies, is the expression of a radically inclusive democracy, with governance and governability pacts which guarantee the strengthening of collective and individual identities. In face of identities threatened by globalization and many multi-identities and individualisms forged by modernity, Environmental Education searches for, in individual-planet dialectics and in I-Thou dialogue put forth by Martin Buber, to inquiry into mutual perceptions, which allow the flow of meaning and the acknowledgement of our basic presuppositions, as approached by David Bohm. The unfolding exercise outlined by Eda Tassara inserts the subject into the social context as an educational agent, empowered politically to emancipatory social transformations, as dealt with by Paulo Freire. The subject’s power of acting, consequent to this process, arises from their collective participation in the so called “good encounters”, under Espinosa’s eyes, resulting in the so pursued happiness. Happiness, in its turn, is considered as an outcome of the expression of three components: pleasure, originated in engagement, but with a meaning. Here such meaning is comprehended in the knowledge confluence and cultural exchange between West/East, in which the cultivation of values/virtues give rise to the liberating, unifying and transforming silence, as in Krishnamurti’s words. Finally, with Fernando Pessoa’s verses, this conceptual cycle ends where it first started, where love is not-thinking, and whenever we feel in totality is that we will be able to, one day, know happiness.

La messa alla prova per adulti nel territorio di Milano. Analisi dell’applicazione di una misura innovativa nel panorama sanzionatorio italiano

La legge delega n. 67 del 2014 ha introdotto nell’ordinamento italiano l’istituto della messa alla prova per adulti. Dopo una breve descrizione del contesto in cui si colloca l’introduzione della misura e dopo averne messo in luce le caratteristiche in-novative, si analizzano e discutono i risultati di una ricerca valutativa (SWOT analysis) partecipata dagli attori coinvolti a vario titolo nella gestione dei casi di messa alla prova per adulti nell’ambito territoriale del Tribunale di Milano. Basata su 23 interviste, la ricerca illustra i punti di forza e di debolezza, le minacce e le opportunità legate all’applicazione della misura. Alla luce di quanto emerso, l’articolo si conclude con la presentazione di un vademecum di interventi prioritari per migliorare l’efficacia dell’istituto

Au-delà du confinement, la lutte continue

Pour ne pas être de ceux qui se taisent, pour témoigner en faveur de ces pestiférés, pour laisser du moins un souvenir de l’injustice et de la violence qui leur avait été faites, et pour dire simplement ce qu’on apprend au milieu des fléaux, qu’il y a dans les hommes plus de choses à admirer que de choses à mépriser. Albert Camus, La Peste La crise sanitaire qu’a engendré le Coronavirus-19 nous oblige à comprendre quelles sont nos priorités. Dans ce contexte de repli sur l’essentiel, où toute..

NARRAZIONE, APPRENDIMENTO E IDENTITÀ CULTURALE NELLA CLASSE DI ITALIANO L2

L’articolo coniuga la ricerca sulla narrazione come attività fondativa dell’individuo e della collettività per la costruzione dell’identità con la ricerca glottodidattica nell’ambito dell’italiano lingua seconda, in un contesto di adulti migranti. Partendo da alcune considerazioni di carattere antropologico e psicologico sulla riscoperta del valore della narrazione come pratica sociale, culturale e di costruzione del sé, si approda ad una sintetica considerazione della sua utilizzabilità e disponibilità nella classe di lingua. Alla riflessione teorica segue una parte descrittiva  in cui si riporta un’esperienza didattica nella classe di italiano L2 e si osserva la ricchezza di spunti didattici a cui un’unità di apprendimento sulla narrazione di viaggi e autobiografica può dare luogo.   Narration, learning and cultural identity in italian L2 classroomsThe article combines research on storytelling as a foundational activity for both individuals and the community in the construction of identity with research in the field of Italian L2 teaching, with a group of adult migrants. Starting from anthropological and psychological considerations regarding rediscovering the value of narration as a social, cultural and self-construction practice, there is also a briefoverview of its usability and availability in the language class. Theoretical reflection follows a descriptive part, featuring a didactic experience in an Italian L2 class, offering a wealth of teaching suggestions that spring from a learning unit on travel and autobiographical narrative

Presentazione e "Bibliografia di Maria Teresa Grassi"

This special number of LANX is entirely dedicated to Maria Teresa Grassi, whose death last year left an unbridgeable void in the Department of Cultural and Environmental Heritage of the University of Milan, and above all among her countless friends, colleagues, collaborators, students and admirers. The large number of responses received to the invitation to participate in this volume testifies to the affection, friendship and esteem that Maria Teresa enjoyed.Questo numero speciale di LANX è interamente dedicato a Maria Teresa Grassi, la cui scomparsa lo scorso anno ha lasciato un vuoto incolmabile nel Dipartimento di Beni Culturali e Ambientali dell’Università degli Studi di Milano, e soprattutto tra i suoi innumerevoli amici, colleghi, collaboratori, studenti ed estimatori. Il gran numero di risposte ricevute all’invito di partecipazione a questo volume testimonia l’affetto, l’amicizia, la stima di cui Maria Teresa godeva