Bürgin D, Meng H
Kinder- und Jugendpsychiatrische Universitätsklinik und -poliklinik, Basel.
Prax Kinderpsychol Kinderpsychiatr. 2000 Sep;49(7):477-88.
The results of the psychoanalytic evaluation of a patient gathered during the diagnostic process can only be applied in appropriate educational procedures if an undisturbed dialogue exists within the multidisciplinary treatment team of a ward. Pedagogic activities based on such assessments bring about a continuous verification or falsification of the primary diagnostic evaluation. They not only reflect it's quality but also furnish new information. In loop-like movements the position of the evaluation at the beginning of the in-patient treatment is supplemented or revised. Every traumatic experience, be it dissociated or otherwise isolated from consciousness, because of the continuous vulnerability of the traumatised subject can be triggered and reactivated under special conditions. The practical interlock of the results of the psychoanalytic assessment at the beginning and the educational activities of everyday-life during hospitalisation are exemplified by the case history of a multiple traumatised adolescent.
在诊断过程中收集到的患者精神分析评估结果，只有在病房的多学科治疗团队内部存在不受干扰的对话时，才能应用于适当的教育程序。基于此类评估开展的教学活动会对初步诊断评估进行持续验证或证伪。这些活动不仅反映评估的质量，还能提供新信息。通过循环往复的过程，住院治疗开始时评估所处的位置会得到补充或修正。由于受创伤主体持续存在易损性，每一次创伤经历，无论其是解离状态还是以其他方式与意识相分离，在特殊情况下都可能被触发并重新激活。一名多重创伤青少年的病史例证了住院初期精神分析评估结果与住院期间日常教学活动的实际关联。
