title: [Psychoanalytic diagnosis and routine pedagogic management].
abstract: The results of the psychoanalytic evaluation of a patient gathered during the diagnostic process can only be applied in appropriate educational procedures if an undisturbed dialogue exists within the multidisciplinary treatment team of a ward. Pedagogic activities based on such assessments bring about a continuous verification or falsification of the primary diagnostic evaluation. They not only reflect it's quality but also furnish new information. In loop-like movements the position of the evaluation at the beginning of the in-patient treatment is supplemented or revised. Every traumatic experience, be it dissociated or otherwise isolated from consciousness, because of the continuous vulnerability of the traumatised subject can be triggered and reactivated under special conditions. The practical interlock of the results of the psychoanalytic assessment at the beginning and the educational activities of everyday-life during hospitalisation are exemplified by the case history of a multiple traumatised adolescent.
authors.affiliation: Kinder- und Jugendpsychiatrische Universitätsklinik und -poliklinik, Basel. dieter.buergin@unibas.ch
authors.forename: D
authors.initials: D
authors.lastname: Bürgin
authors.forename: H
authors.initials: H
authors.lastname: Meng
mesh_terms: D000293:Adolescent; D000300:Adoption / Q000523:psychology; D002648:Child; D002650:Child Abuse, Sexual / Q000523:psychology / Q000628:therapy; D004519:Education, Special; D005260:Female; D006760:Hospitalization; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000628:therapy; D008297:Male; D010348:Patient Care Team; D011575:Psychoanalytic Therapy; D013313:Stress Disorders, Post-Traumatic / Q000175:diagnosis* / Q000628:therapy