Los efectos de un acompañamiento subjetivo a adolescentes con manifestaciones psicóticas en una institución educativa particular de la ciudad de Guayaquil.

Abstract

This thesis sought to explore the effects of subjective accompaniment on adolescents with psychotic symptoms. It was based on the Lacanian conception of subjects with psychotic symptoms as a psychic structure rather than a pathology. Because language and rules are encountered and experienced without symbolic mediation, this can result in a feeling of being invaded or threatened. Adolescence is a stage of subjective reconstruction, which is particularly complicated for subjects with psychotic symptoms and for those experiencing physical, psychological, and social changes. To support the subject, it was necessary to define boundaries and establish trust through clear, understandable responses to avoid ambiguity or being perceived as a threat. The role of the “secretary to the alienated” was adopted, one who listens to the narrative and edits it. We established that we need to find ways to mediate between their individual needs and the institution's demands. The school exists as an artificial environment where one transitions from identifying solely as an individual to creating an identity within society. This paper was written using psychoanalytic theory, and interviews were conducted with DECE professionals who have treated adolescents with psychotic symptoms. The results indicated that psychologists must review each case individually, ensure the patient feels heard, and address delusions without confronting or correcting them, instead reframing them within the patient’s own logic.