European Psychiatry - Volume 33 - March 2016

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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.
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.
EV1122
Emotional management training in
residential mental health services
A. Vaccaro ∗ 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.
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.