Diapositiva 1

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Paradoxa

• Paradoxa was born from the meeting of several
  qualified professionals coming from different
  study areas (Psychology, Anthropology, Medicine,
  Jurisprudence, Economics and Graphic Design)
  who have been working together to develop
  alternative methodologies fitted for helping
  people to front the challenges of modern society.

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Theoretical and Pratical Framework of Reference

• Costructivism, Social Constructionism and
  Symbolic Interactivism
• The main theoretical guidelines basically refer
  to a number of masters of discursiveness such
  as P. Watzlawick, G. Kelly, J. Bruner, E. Goffman
  e K. Gergen

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Constructivism

• Key concept reality is no a prebuilt objective
  entity, utterly independent from the subject who
  is experiencing it
• The subject actively participates in the building
  process of reality.

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Social Constructionism

• Key concept the world constructs come
  exclusively from the interaction between people
  and represent shared stories which allow the same
  people to work as a community.

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Symbolic Interactivism

• Key concept as any knowledge can only come from
  a negotiation, language takes on a fundamental
  and outstanding role.

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Working tools

• Reality there are not many different narratives
  of a single reality, but as many configurations
  of different realities as many narratives you can
  create
• Would-be realities people daily and directly
  live through shared reality constructions and are
  so involved into this steady flowing of acquired
  meanings that they experience them as acceptable
  and absolutely real

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Working tools

• Looking for alternatives behaviours and thus
  alternative lives, might actually be a functional
  starting point to make people feeling and living
  better
• Playing by ear Paradoxa has decided to play it
  by ear because human relationships are at stake
  and is always willing to explore new realities
  and new way of living them

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Working tools

• Improvisation instead of mechanically following
  a psychological score, Paradoxa prefers an
  interactive approach, based on a lively and
  open-ended improvisation
• Scraping our knees Paradoxa People always puts
  themselves at stake as Persons, regardless of the
  role they usually cover

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Paradoxa Operative Approach (P.O.A.)

• The first step includes the participation of all
  social actors involved in a dysfunctional
  relationship
• In the second step individuals are encouraged to
  become aware they can change the relational
  contest they are living in

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Paradoxa Operative Approach (P.O.A.)

• In third step, the change of perspective thus
  attained frees the individual from the wrong
  conviction that a problem is unsolvable and
  encourages him to find unpreceding and creative
  forms of thoughts and action.

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Class Activities (with students)

• Analysis of relational dyna-mics within the
  class
• Getting to know oneself and the others
• Getting free of mental pat-terns through
  creative problem solving

• Labelling, as anticipatory patterns in building
  ones idea of ones Self
• Social influence and auto-nomous
  thinking/self-determined thinking
• Relaxing listening to ones body

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Class Activities (with students)

• Emotions knowing, acknowledging, coping with
• Problem solving
• Accepting the others point of view

• Addictions
• Emotional education
• Aggressiveness

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Activities with teachers

• Labelling, as anticipatory patterns in building
  ones idea of ones Self
• Growing steps
• Emotional understanding of messages active
  listen-ing
• Authority and democratic leadership
• Difference between Being and Doing

• Some notes on Agreement
• Differences between teach, instruct, impose and
  educate
• The value of respect
• Communication rules
• Circular relationships no one is guilty, because
  everyone is co-responsible in building a reality

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Activities with parents

• Emotions knowing, acknowledging, coping with
• Communication active listening emotional
  reformulation dysfunctional responses verbal
  and non verbal communication empathy

• Values and rules
• Expectations, labelling and distinction between
  Doing and Being
• Psychological dependence and psycho-active drug
  addiction

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Info about Activities

• 9 Local Authorities
• - promotion of social well-being
• - socio-psychological research
• 37 Schools
• - 23.000 pupils and students (from kindergarten
  to secondary)
• Workshops, courses and paths
• - study strategies, memostrategies and creative
  problem solving
• - school orienteering
• - holistic well-being training
• - business counselling
• - interventions for sports associations
• This is what we work for in the provinces of
  Treviso, Padua, Venice and Verona

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Paradoxa Staff

• Andrea Sales
• Adriano Zamperini
• Melania Curci
• Tito Sartori
• Lorenzo Zanella
• L.go Altinia, 22 31100 Treviso Italy

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