Psychoanalytic psychotherapy and DSA: new clinical perspectives

We propose a re-reading of the DSA phenomenon as a symptom that characterizes this historical era. In particular, we underline the role of families in the identification of the problem and the delicate taking charge of these situations, poised between the request for help and the request for "protective" activation with regard to the school reality. The importance of maintaining the psychoanalytic setting with parents, in search of a return that can take into account the person and not the disturbance itself, is highlighted. Finally, we propose a psychotherapeutic approach with DSA patients that can support their often fragile identities through the re-actualization of their experiences as "misunderstood" students.