Comprensión identitaria en la experiencia de autolesión desde dominios narrativos y neuropsicológicos

Abstract

This work of degree is developed within the framework of the Master of Clinical Psychology and Family of the University Santo Tomas, within the macro project "Histories and Narratives of the Human Systems in Diversity of Contexts", assuming for its development a constructivist systemic perspective, a perspective of constructionism and complexity. The objective was aimed at understanding the identitary construction of adolescents in relation to the experience of self-harm from narrative and neuropsychological domains based on executive functions, in order to favor co-evolutionary processes in the family-school context. The methodological design was qualitative of second order in a reflexive investigation and intervention, carried out through a consultancy in a private school in Bogotá. The strategies developed contemplated seven narrative scenarios that included three families, four teachers and three officials and two intervening researchers. Likewise, three scenarios were designed for the application of the BANFE 2 neuropsychological test, for the measurement of executive functions, to three adolescents. Among the contributions to the clinical field is that interdisciplinary processes framed in conversational settings allow the emergence of novel stories in the polyphony of the actors, who redefine the identity of adolescents by redefining their own identity concepts and recognize that the versions that are generated around adolescence, lead to ignore the way they express themselves emotionally. The importance of network work emerges as a strategy of joint intervention, participatory and to co-responsibility, which demystifies self-harm as a problem of adolescence to be recognized in the context of interactions. From the neuropsychology, reflexive and self-referential processes are interwoven in relation to the reciprocity that is established between adults and adolescents, in the configuration of abilities and capacities for the solution of problems and decision making. The dialogue of knowledge between clinical psychology and neuroscience, allows the complexity of the phenomenon to decentralize it from psychopathological discourses and understand it from co-evolutionary and adaptive dynamics that are established in the interaction of systems, where self-harm emerges as a relational metaphor. Keywords: Self-injury, identity, narratives, executive functions, co-evolution, school-family