Download The work stems from the idea that diagnostic and psychometric dimensions alone, while necessary, are insufficient to capture the complexity of the individual, which must instead also be interpreted through experiences, emotions, relationships, resources, and life contexts. After a theoretical framework on Narrative-Based Medicine, the thesis explores the role of emotional intelligence, inclusive schools, and the family as essential junctures of a truly personalized educational and therapeutic process.
Central to the discussion is the direct experience of an internship at the Lilium Center in Cuneo, which presents several significant cases demonstrating how targeted interventions, active listening, enhancing strengths, and appropriate compensatory tools can foster motivation, self-esteem, and learning.
The thesis thus highlights the need to move beyond fragmented or merely bureaucratic interpretations of the disorder, to attempt to build an educational network based on shared responsibility, dialogue, and alliance between school, specialists, and parents. From this more participatory and respectful perspective, narrative becomes a cognitive and transformative tool: it guides and humanizes the diagnosis, gives the child a voice, and allows us to understand the individual not as a sum of disorders, but as a whole. person in growth, carrier of possibility, sense e value.