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24th European Congress of Psychiatry / European Psychiatry 33S (2016) S349–S805

S707

regulation’, etc.) and help modern mental health practitioners to

understand their clients from “inside out”: to read the cues of their

underlying (and not verbalized) patterns of being; to access their

undisclosed, untold, emotional-relational history; to understand

howthis history shapes the present; to appreciate one’s unique per-

sonal growth, even in the aftermath of trauma, and to understand

mindfulness and mentalization as two powerful healing processes

which play significant role in PTG.

Both neuropsychoanalysis and neuro-psycho-education also help

clinicians to be in touch with and to regulate our own emotions

and somatic responses to a “difficult client”, while maintaining

“benevolent curiosity” and empathic stance.

Disclosure of interest

The author has not supplied his/her decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.2105

EV1121

Sexuality and affectivity: Two themes

in a psychosocial intervention for

psychotics inpatients

A. Vaccaro

, C. Zoppellaro , V. Fusco

Comunità TESEO, Crest, Milan, Italy

Corresponding author.

The aim of this project is about valuing these themes, not

only in order to increase physiological genres knowledge or the

responsible use of contraceptives, but is mainly about growing

sexual psychosocial features awareness. Treating these themes

in a psychoeducational intervention means: minimize sexually-

transmitted diseases, prevent psychotic patients from quitting

psychopharmacological treatment and favour the birth and the

development of intimate relationships that may help patients leav-

ing an unhelpful isolation condition.

Increase the awareness of different sexual and affection aspects:

physiological, anatomic and reproductive, relational and commu-

nicative, emotional, social and cultural, playful and pleasant ones.

The 18 meetings interventions were done using a psychoeduca-

tional model; an active leading group manner (role plays and

simulations) was used in order to ease the exchange of views

between patients and the group leader.

We did a first round of meetings with ten patients who partici-

pated actively; we also submitted to thema questionnaire – before

and after the intervention – in which we collected knowledge and

opinions about different themes (contraceptives, risk awareness,

affective relationships etc.).

From a qualitative analysis of the results we saw a knowledge-

improvement about the dealt themes, and also, in some cases, we

identified amodification in some problematic behaviours. The sam-

ple it’s still too small for statistical analysis.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.2106

EV1122

Emotional management training in

residential mental health services

A. Vaccaro

, V. F

usco , F. Manfrin , E. Forte , G. Petagine

Comunità TESEO, Crest, Milan, Italy

Corresponding author.

A core element for the treatment of psychiatric patients in men-

tal health services is the Psychosocial Rehabilitation. In this work

we mainly refer to a training whose targets are fundamental com-

ponents of the Emotional Intelligence (EI), which is, according to

the original Salovey and Mayer’s definition (1990), “a set of skills

hypothesized to contribute to the accurate appraisal and expres-

sion of emotion in oneself and in others, the effective regulation of

emotion in self and others, and the use of feelings to motivate, plan,

and achieve in one’s life”.

The purpose of this study is to evaluate the efficacy of Emotional

Management Training and to compare our emotional management

assessment to standardized emotional intelligence assessment

instruments.

Twenty adult inpatients (from 18 to 55 years of age) were enrolled:

ten subjects were assigned to a one year lasting emotional man-

agement training (clinical target group) and ten subjects were

assigned to a clinical control group; furthermore twenty subjects

were selected and assigned to a non-clinical control group. Out-

comemeasures were: emotional management assessment, Schutte

Emotional Intelligence Scale (SEIS) and Toronto Alexithymia Scale

(TAS-20).

Emotional management assessment outcomes confirm the efficacy

of emotional management training. Preliminary results also con-

firm the effectiveness of the assessment compared to standardized

emotional intelligence scales.

Emotional management training improves psychiatric patient

competence in terms of: emotions definition and acknowledge-

ment, self-emotion identification, self-emotion sharing, manage-

ment of stressing situation and intense emotions.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.2107

Research methodology

EV1123

The subjective graphic representation

as the neural pathway of the

information processing: Dyslexia as

an example

A. Bernardini

Sinalunga Siena, Italy

Introduction

The new theory of the mind by A. Bernardini.

Objective

To single out and recover information process’s deficits

by a new research method.

Aim

To demonstrate dyslexia/language can be considered as an

answer/neural pathway to what we are able to perceive. This

depends on the way in which the C.N.S. elaborates the two aspects

of energy of the internal and external space according to the New

Theory of the Cognitive Process by A. Bernardini, which underlies

her relevant re-educative methodology.

Methods

This study was carried out in Italy, in pre-high school

education where students with moderate learning abilities and

special needs are integrated into mainstream education. The per-

formance of F 81 subjects was examined. They were divided into

two groups: the first supported by A. Bernardini’s method, the

second supported by a remedial teacher (traditional method). The

control group being the rest of the class. For five months, tailored

programs were followed three times a week, for one hour and a

half.

Results

At the end of the treatment the second group did not

show significant results while the first group showed marked

improvement. Among the students of the first group, Tobia was

the student who best represented dyslexia; for this reason he has

been taken as an example.

Conclusion

Dyslexia and disturbances in language learning

depend on perceptive deficits and can be recovered by A. Bernar-

dini’s method according to her new theory of the Cognitive Process.

This last revolutionizes the principles of the current research

method.