[The Study Days on reporting as an intervention method in Clinical Psychology] - Reporting as a clinical psychology intervention.

Abstract

In this article I will address some aspects of the use of the reporting methodology in a university course I have been teaching for three years: a workshop devoted to textual analysis in the clinical psychology intervention. Offered in the final year of the specialist degree, the advanced textual analysis workshop has the aim of developing the competence to integrate a methodology, emotional textual analysis, into a model of clinical psychology intervention based on the theory of analysis of the demand. To this end, the students are involved in some research-interventions being carried out in the two clinical psychology teaching chairs present in the degree course, which act as partners in this workshop project.

In view of the argument I will present, I wish to point out that the intervention model adopted by the clinical psychologist is equivalent to the relating model acted out by the psychologist in the intervention itself. Intervening, according to the theory of analysis of the demand, means first of all constructing relations. As Renzo Carli (2007a, b, c) argues, in clinical psychology’s knowledge-getting and intervention models, it is possible to find a dichotomy between “diagnosis” and “relationship”, between a psychology that knows the object, and a psychology that knows the relationship and intervenes through it.