I benefici della scrittura nella pratica educativa con adolescenti. Un’esperienza presso un centro diurno terapeutico

Alessandra Rampani*

*Autore corrispondente per questo lavoro

Risultato della ricerca: Contributo in rivistaArticolo in rivista

Abstract

The present paper illustrates an autobiographical writing experience carried out in a therapeutic day care center involving nine preadolescents and adolescents with moderate to severe mental distress. According to the literature, autobiographical writing is an useful tool to improve educational work with teenagers, because it can accommodate the need to express themselves that characterizes the adolescence and can prevent or reduce feelings of distress. Autobiographical practice is particularly suitable to work with teenagers because it is focused on the question “Who am I?”, which is typical of adolescence. This question was the central theme of the autobiographical writing workshop. During the workshop, was proposed an introspective journey in search of one's identity between past (who was I?), present (who am I?) and a possible future (who do I want to become?). This article will describe the themes and various stimuli that were proposed during the meetings and will present and discuss the results achieved.
Titolo tradotto del contributo[Autom. eng. transl.] The benefits of writing in educational practice with adolescents. An experience at a therapeutic day center
Lingua originaleItalian
pagine (da-a)29-52
Numero di pagine24
RivistaEncyclopaideia
DOI
Stato di pubblicazionePubblicato - 2023
Pubblicato esternamente

Keywords

  • Adolescence
  • Education
  • Identity
  • Psychiatry
  • Scrittura, Intervento educativo, Adolescenza, Psichiatria, Identità
  • Writing

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