The school experience of students in a secondary school Report of a psychosocial intervention research to combat school dropout
Article Sidebar
Main Article Content
Abstract
The paper reports a psychosocial action-research carried out on behalf of a secondary school in central-southern Italy. The reported intervention on school dropout is contextualized within the crisis of the social promotion function of the Italian school which implies a crisis of reputation of the school itself and an increase in conflict between school and family. In the paper, it is argued that school dropout is not a problem concerning fragile individuals but is an issue that potentially concerns all students and depends on the way in which the school experience itself is represented at emotional unconscious level. To explore this representation, focus groups were realised with students in the first year of school and analyzed with the ETA (Emotional Text Analysis). The results show a split between the way peer relationships are experienced and the school as a whole, as a context with a learning purpose. The function of the class-group to support learning, which is configured as an individual issue, is missing. Learning, in fact, school is experienced as an individual task that implies being object of a persecutory evaluation, or as an opportunity to learn with interest something useful for the future, but always as individuals, without companions. In the peer relationship split from learning, their desire for friendship fails within dynamics of inclusion - exclusion, and the class-group implodes within aggressive relationships. The results of the psychosocial action-research show that when students enter high school they ask to be helped in thinking about their future, but that this expectation is also individual, not shared. Furthermore, the discussion of the results show that, for recovering school reputation, it is crucial to promote shared learning experiences, within which students can experience the ability to work productively together with each other and with teachers.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Autorità garante per l'infanzia e l'adolescenza (2021). Il manifesto sulla partecipazione dei minorenni [The manifesto on the participation of minors]. Retrieved from https://www.garanteinfanzia.org/sites/default/files/2021-11/04-manifesto.pdf
Bisogni, F., & Pirrotta, S. (2018). Ricerca-intervento per lo sviluppo di competenza organizzativa in un servizio sociosanitario per adulti con disabilità e loro familiari [Research-intervention for the development of organizational competence in a sociosanitary service for adults with disability and their family members]. Rivista di Psicologia Clinica, 1, 32–65. Retrieved from https://quadernidipsicologiaclinica.com/index.php/rpc-archivio/
Bisogni, F., Dolcetti, F., & Pirrotta, S. (2021). Emotional textual analysis as a semiotic action–research method to work with emotions within organisations. Organisational and Social Dynamics, 21(1), 152-170. doi: 10.33212/osd.v21n1.2021.152
Bucci, F., Paniccia, R.M., Bisogni, F., Pirrotta, S., Dolcetti, F.R., & Marchetti, G. (2021). Bringing mental health back into the dynamics of social coexistence: Emotional Textual Analysis. In: M. Borcsa, & C. Willig (Eds.), Qualitative Research Methods in Mental Health: Innovative and Collaborative Approaches (pp. 193-218). Switzerland: Springer.
Carli, R. (2016). Diagnosticare o intervenire [Diagnose or Intervene]. Quaderni della Rivista di Psicologia Clinica, 2, 4-18. Retrieved from https://quadernidipsicologiaclinica.com
Carli, R. (2018). Inconscio, culture locali e linguaggio: Linee guida per l’Analisi Emozionale del Testo (AET) [Unconscious, local cultures and language: Guidelines for the Emotional Text Analysis (AET)]. Rivista di Psicologia Clinica, 2, 7-33. Retrieved from https://quadernidipsicologiaclinica.com/index.php/rpc-archivio/
Carli, R., & Paniccia. R.M. (2002). L’analisi emozionale del testo: Uno strumento psicologico per leggere testi e discorsi [Emotional textual analysis: a psychological tool for reading texts and discourses]. Milano: Franco Angeli.
Carli, R., & Paniccia, R.M. (2003). Analisi della domanda [Analysis of the demand]. Bologna: Il Mulino.
Carli, R., & Paniccia, R.M. (2011). La cultura dei servizi di salute mentale in Italia. Dai malati psichiatrici alla nuova utenza: L'evoluzione della domanda di aiuto e delle dinamiche di rapporto [The culture of mental health services in Italy. From psychiatric patients to new users: The evolution of the demand for help and the dynamics of relationships]. Milano: Franco Angeli.
Carli, R., & Paniccia, R.M. (2012). Convivere [Coexisting]. Rivista di Psicologia Clinica, 2, 184-200. Retrieved from https://quadernidipsicologiaclinica.com/index.php/rpc-archivio/
Carli, R., Paniccia, R.M., & Caputo, A. (2016). La rappresentazione del rapporto tra utenti e sistema sanitario: La domanda di un gruppo di cittadini [Representation of the relationship between users and the health system: The demand of a group of citizens]. Rivista di Psicologia Clinica, 1, 45–66. Retrieved from https://quadernidipsicologiaclinica.com/index.php/rpc-archivio/
Carli, R., Paniccia, R.M., & Giovagnoli, F. (2010). L’organizzazione e la dinamica inconscia [Organisation as an unconscious dynamic]. Rassegna Italiana di Sociologia, 2, 183–204. doi:10.1423/32442
Carli, R., Paniccia, R.M., Giovagnoli, F., Carbone, A., & Bucci, F. (2016). Emotional Textual Analysis. In: L. A. Jason, & D. S. Glenwick (Eds.), Handbook of Methodological Approaches to Community-based Research: Qualitative, Quantitative, and Mixed Methods (pp. 111–117). New York: Oxford University Press.
Ceccacci, S., Nutricato, M., Giovannetti, C., & Ponzetti, E. (2024). Molte risorse per tante diagnosi: Il contributo dell’assistenza specialistica per lo sviluppo della competenza a riconoscere risorse tra personale scolastico, gruppi classe e famiglie [Many resources for many diagnoses: The contribution of specialist assistance to the development of the ability to recognize resources among school personnel, class groups and families]. Quaderni di Psicologia Clinica, 12(1), 67–84. Retrieved from https://quadernidipsicologiaclinica.com
Checchi, D. (2014). Lost. Dispersione scolastica: Il costo per la collettività e il ruolo di scuole e terzo settore [Lost. School dropout: The cost to the community and the role of schools and the third sector]. Retrieved from https://ejbn4fjvt9h.exactdn.com/uploads/2021/07/Lost_2014.pdf
CNEL (2024). Relazione sui servizi pubblici 2024. Relazione annuale al Parlamento e al Governo sui livelli e la qualità dei servizi erogati dalle pubbliche amministrazioni centrali e locali alle imprese e ai cittadini. Legge 30 dicembre 1986, n. 936, articolo 10-bis, lett. a) [Public Services Report 2024. Annual report to Parliament and the Government on the levels and quality of services provided by central and local public administrations to businesses and citizens]. Retrieved from: https://www.cnel.it/Portals/0/CNEL/Comunicazione/relazione%20CNEL%20PA%202024/Relazione%20sui%20servizi%20pubblici%202024_con%20allegati.pdf
Cortelazzo, M., & Zolli, P. (1999). DELI - Dizionario etimologico della lingua italiana [DELI - Etymological Dictionary of the Italian Language]. Bologna: Zanichelli.
Crispolti, E. & Giuliani, L. (Eds.) (2024). Giovani e abbandono formativo: Dispersione di competenze e talenti necessari al Paese [Young people and educational abandonment: Dispersion of skills and talents needed by the country]. Roma: INAPP. Retrieved from https://oa.inapp.gov.it/handle/20.500.12916/4458
Della Valle, V. & Patota, G. (2022). Il dizionario dell’italiano Treccani [Dictionary of the Italian Treccani]. Roma: Treccani.
ISTAT (2024a). Rapporto sulle istituzioni pubbliche 2024: Caratteristiche e cambiamenti dal terzo censimento permanente [Public Institutions Report 2024: Features and Changes from the Third Permanent Census]. Retrieved from https://www.istat.it/storage/rapporti-tematici/IP2024/RapportoIstituzioniPubbliche2024.pdf
ISTAT (2024b). Livelli di istruzione e ritorni occupazional: Anno 2023 [Education Levels and Employment Returns: Year 2023]. Retrieved from: https://www.istat.it/wp-content/uploads/2024/07/REPORT-livelli-istruzione.pdf
Lancia, F. (2004). Strumenti per l’analisi dei testi [Tools for text analysis]. Rome: Franco Angeli.
Ministero dell’Istruzione e del Merito (2022). Riduzione dei divari territoriali e contrasto alla dispersione scolastica: Orientamenti per l'attuazione degli interventi nelle scuole [Reducing territorial gaps and combating school dropout. Guidelines for implementing interventions in schools]. Retrieved from https://www.mim.gov.it/documents/20182/6739250/Orientamenti+per+l'attuazione+degli+interventi+nelle+scuole+(1).pdf
MIUR (2019). Consiglio Superiore della Pubblica Istruzione: Espressione di parere autonomo su Rapporto fra Scuola/Famiglia/Società [Higher Council of Public Education: Expression of autonomous opinion on the relationship between School/Family/Society]. Retrieved from https://www.orizzontescuola.it/wp-content/uploads/2019/04/Parere-CSPI.pdf
OECD (2018). Un ascensore sociale rotto? Come promuovere la mobilità sociale [A broken social lift? How to promote social mobility]. Retrieved from https://www.oecd.org/italy/social-mobility-2018-ITAIT.pdf
OECD (2024). OECD Survey on Drivers of Trust in Public Institutions – 2024 Results: Building Trust in a Complex Policy Environment. Parigi: OECD Publishing. doi: 10.1787/9a20554b-en
Olivetti Manoukian, F. (2015). Oltre la crisi: Cambiamenti possibili nei servizi sociosanitari [Beyond the Crisis: Possible Changes in Social and Health Services]. Milano: Guerini e Associati.
Paniccia, R.M., Giovagnoli, F., Bucci, F., Donatiello, G., & Cappelli, T. (2019). La crescita delle diagnosi nella scuola: Una ricerca presso un gruppo di insegnanti italiani [The increase in diagnosis in the schools: A study amongst a group of Italian teachers]. Rivista di Psicologia Clinica, 14(1), 61-94. Retrieved from https://quadernidipsicologiaclinica.com/index.php/rpc-archivio/
Paniccia, R.M., Giovagnoli, F., Caputo, A., Donatiello, G., & Cappelli, T. (2019). Il fallimento delle “mete adulte tradizionali” per i giovani d’oggi: Nuove coabitazioni e nuove convivenze [The failure of “traditional adult goals” for today’s young people: New cohabitations and new coexistences]. Rivista di Psicologia Clinica, 14(2), 21-54. Retrieved from https://quadernidipsicologiaclinica.com/index.php/rpc-archivio/
Peirce, C.S. (1958). Collected Papers of Charles Sanders Peirce (CP), Volumes VII–VIII, [Opere Complete di Charles Sanders Peirce (CP), Volumi VII–VIII] A. W. Burks(Ed.).Cambridge, MA: Harvard University Press.
Pirrotta, S., & Bisogni, F. (2023). The relationship between demand and offer in the services for non-self-sufficient elderly people: A research-intervention involving general practitioners, social workers and families. Quaderni della Rivista di Psicologia Clinica, 11(1). Retrieved from: https://quadernidipsicologiaclinica.com
Pirrotta, S., Petrillo, A., Pricci, F., Onofri, C., Bosi, D., Di Capua, L., ... & Rogora, C. (2024). La domanda delle scuole elementari e medie verso i Servizi di Salute Mentale dell’Età Evolutiva (TSMREE): Una ricerca-intervento per analizzarla e supportare gli insegnanti a riflettere sui problemi relazionali con alunni e genitori. Quaderni di Psicologia Clinica, 12(2), 69-89. Retrieved from: https://quadernidipsicologiaclinica.com