PSICHIATRIA E CINEMA FOTOGRAFIA E TELEVISIONE

Module CINEMA FOTOGRAFIA E TELEVISIONE

STUDENTS LEARNED THE FUNDAMENTAL PRINCIPLES OF PHOTOGRAPHY, THE USE OF IMAGES, AND CINEMA IN A REHABILITATION PROGRAM, BOTH FROM A THEORETICAL AND PRACTICAL POINT OF VIEW.

THEY PREPARED AND TRIED OUT REHABILITATION PROJECTS USING AUDIO-VISUAL TECHNIQUES. THEY UNDERSTOOD THE IMPORTANCE OF THESE REHABILITATION TOOLS THROUGH THE HISTORY OF CINEMA AND PHOTOGRAPHY, ESPECIALLY IN THE FIELD OF REHABILITATION.

ACCORDING TO THE 5 DUBLIN DESCRIPTORS

1- Knowledge and understanding – Students must demonstrate knowledge and understanding of:

-describing the main theoretical references of phototherapy and the use of video media in rehabilitation

-recognizing and understanding the fundamental elements of the techniques;

-knowing the main nosographic frameworks of psychiatric disorders according to DSM-5-TR and ICD-11 in order to apply rehabilitation projects

2- Ability to apply knowledge and understanding – Students must be able to:

-apply theoretical knowledge to the analysis of psychiatric clinical cases;

-conduct a correct clinical and psychopathological assessment of the patient before applying the techniques 

3- Independent judgment – Students must demonstrate the ability to:

-critically evaluate psychiatric symptoms and their clinical significance in order to understand which technique and tool (photos, videos, and art therapy) to use;

-formulate independent judgments regarding the severity, course, and prognosis of psychiatric disorders;

-critically analyze clinical cases, integrating anamnestic, clinical, and diagnostic data;

4-Communication skills – Students must be able to:

-use appropriate and scientifically correct psychiatric and rehabilitation terminology;

-present rehabilitation projects and techniques in a clear and structured manner;

-interact appropriately in the context of the doctor-patient relationship and the multidisciplinary team.

5- Learning skills – Students must demonstrate that they are able to:

-develop independent and critical learning of psychiatric and phototherapy knowledge and the use of video media;

-update their skills by consulting scientific texts and guidelines;

-integrate art therapy knowledge with that of other medical disciplines;

-using the skills acquired as a basis for specialist training and continuous updating.

face to face / traditional teaching

basic knowledge of photography and film history

basic knowledge of brain physiology

STUDENTS LEARNED THE FUNDAMENTAL PRINCIPLES OF PHOTOGRAPHY, THE USE OF IMAGES, AND CINEMA IN A REHABILITATION PROGRAM, BOTH FROM A THEORETICAL AND PRACTICAL POINT OF VIEW.

THEY PREPARED AND TRIED OUT REHABILITATION PROJECTS USING AUDIO-VISUAL TECHNIQUES. THEY UNDERSTOOD THE IMPORTANCE OF THESE REHABILITATION TOOLS THROUGH THE HISTORY OF CINEMA AND PHOTOGRAPHY, ESPECIALLY IN THE FIELD OF REHABILITATION.

ATTENDANCE AND PRESENCE WAS OVER 90%, AND THE LEVEL OF ATTENTION AND PARTICIPATION WAS ALSO VERY HIGH.

basics and fundamentals of photography and therapeutic photography

phototherapy techniques according to Judy Weiser's techniques

self-portrait techniques

body phototherapy

Neuroaesthetics applied to images

basics of neuroscience

film history

videocinetherapy

basics of building projects using images and video

clinical examples of using images, film and TV

1) A.M. Acocella, O. Rossi, Le nuove arti terapie. Percorsi nella relazione d’aiuto, FrancoAngeli, Milano 2013.

2) R. Barthes, La camera chiara. Nota sulla fotografi a , Einaudi, Torino 2003.

3) M. Spagnuolo Lobb e N. Amendt-Lyon (a cura di), Il permesso di creare. L’arte della psicoterapia della Gestalt , FrancoAngeli, Milano 2007, pp. 295-309

4)  Cannavò, M., Doric, Z et al. The use of images and photography in therapy. Neuroaesthetics, mirror neurons and body resonances. Quaderni di Gestalt, XXXIV, 2021-2. Milano: Franco Angeli. 

5) Cannavò M. Scatti di luce. Viaggi e incontri di uno psicoterapeuta. Festamobile, Milano 2016.    

6)  G. Sampognaro, Lo psicoritratto in arte-terapia , «Quaderni di Gestalt», 32/33 (2001), pp. 80-89

7) G. Sampognaro, Scrivere l’indicibile. La scrittura creativa in psicoterapia della gestalt , FrancoAngeli, Milano 2008

8) Musacchi R. (2016). Fototerapia psicocorporea. Il lavoro con le fotografie in psicoterapia corporea. Milano: FrancoAngeli.

9) Gallese, Guerra. Lo schermo empatico (2015

10) Cinevideotherapy. Il cinema e il video nei percorsi di riabilitazione e terapia

1) A.M. Acocella, O. Rossi, The new arts therapies. Pathways in the helping relationship, FrancoAngeli, Milan 2013.

2) R. Barthes, The clear room. Note on photography , Einaudi, Turin 2003.

3) M. Spagnuolo Lobb and N. Amendt-Lyon (eds.), The permission to create. The art of Gestalt psychotherapy , FrancoAngeli, Milan 2007, pp. 295-309

4) Cannavò, M., Doric, Z et al. The use of images and photography in therapy. Neuroaesthetics, mirror neurons and body resonances. Quaderni di Gestalt, XXXIV, 2021-2. Milan: Franco Angeli. 

5) Cannavò M. Shots of light. Travels and encounters of a psychotherapist. Festamobile, Milan 2016.    

6) G. Sampognaro, The psycho-portrait in art therapy , "Gestalt Notebooks", 32/33 (2001), pp. 80-89

7) G. Sampognaro, Writing the Unspeakable. Creative writing in gestalt psychotherapy , FrancoAngeli, Milan 2008

8) Musacchi R. (2016). Psychocorporeal phototherapy. The work with photographs in body psychotherapy. Milan: FrancoAngeli.

9) Gallese, Guerra. The empathic screen (2015.

written test on a clinical case

project validation

pair and group exercises using role playing and simulations

How does the body react to images?

What is storytelling?

What patient can you use films or pieces of films with?

How do you prepare a project with videos/films?