Psychoanalysis: Proposal for the importance of listening RAIMUNDA HENRIQUE RABELO DA SILVA Summary.

 

Psychoanalysis: Proposal for the importance of listening

RAIMUNDA HENRIQUE RABELO DA SILVA

Summary.

The author is a specialist in Clinical and Institutional Psychopedagogy, Specialist in Special Education and Specialized Educational Assistance - AEE. Since 2003, he has always developed the idea that listening to adults, adolescents and children is relevant, in particular listening to the inner pain of their families. In professional practice, he has the opportunity to experience emotional conflicts between family members and children and adolescents with different emotional conflicts. It is possible that, from listening, the presence of psychiatric disorders can be identified, to be followed up by a specialized doctor, and the educator and psychoanalyst know how to differentiate what can be psychiatric disorders and disorders, counting on the emotional conflict presented. To exercise the “Power of Listening” and safely contribute to the user, it is important to understand the knowledge bases of human behavior. And in this sense, I understand that the scientific basis acquired in the FAVENI Post-Graduation (Specialization Course - Psychoanalyst Title) provides the principles to initiate deeper studies. In this article, aiming at the title of specialist in Psychoanalysis, listening is an important ally to assist the user, in helping the mental disorder, as a “syndrome” or disease that affects the mind in various ways. In the AEE rooms we find different manifestations, and the most common of this disorder are generalized anxiety, panic, hallucinations, compulsions, bipolarity, among other behaviors that must be diagnosed and treated by the psychiatrist, and have in psychoanalysis or psychopedagogy a support for social integration. . In this sense, we can understand that social integration becomes the set of processes used so that all elements of a society dialogue and peaceful social relations exist. That is, ensuring that all elements of society are incorporated into it, ensuring its cohesion. Again, we can say that in listening, especially in the school environment where children with physical and mental disabilities are operated, this act of listening to the student, the teacher, the family member who has a user in the AEE can contribute to social inclusion and avoid exclusion. And in this sense I bring the collation that in school there can be no social exclusion. Thus, the psychoanalyst in the school with Public or Private Service of AEE, when working the removal of the social exclusion, that is, the institutional discrimination of people or groups, leaving them outside the conventional systems, we will be contributing so that individuals and classes are socialized in multicultural environments that will find it easier to relate to and understand individuals from different cultures. The presence of the “power of listening” must be transformed into feelings of belonging, increasing security and reducing worry. In listening, the psychoanalyst can transform the idea of ​​seeking positive feelings, undoing the creation of stereotypes, prejudices and different forms of discrimination such as racism, xenophobia or homophobia. And the prejudice against the mentally handicapped in its most diverse nosological and nosographic varieties. In listening, we can help to remove the reasons for social exclusion: a) Ethnicity; b) Religion; d) Gender; e) Sexual Orientation; f) Social class; g) Political Ideologies; h) Age; i) Appearance; and j) Disabilities.

Keywords: Neuroscience and Brain Mapping. SYNDROMES WITH REPERCUSSION IN INTELLECTUAL DISABILITY, DISORDERS AND NEUROPSYCHOLOGICAL DISORDERS. Learning process. Learning and Behavior Disorders.