Disability and eros, Prove d'esame di Lingua Inglese

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DISABILITY AND

EROS

A denied appointment

Lo Presti Vincenza Ornella

Matricola: 14022311 Corso di Laurea: Psicologia Clinica

INDEX

Introduction

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Chapter 1. Persons with Disabilities

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Chapter 2. The sexuality in people with disabilities

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Chapter 3. The body schema of disabled and the therapeutic role of

sexuality p.

Conclusion

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Bibliography

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1 Chapter. People with disabilities

Disability is the inability to perform certain functions on the lines that are meant for the common people as normal. Disability is a condition that causes impairment to those poor skills of interaction with the social environment. In ancient times people with disabilities were directly excluded from society, because it did not meet the requirements of the common man, such as physical strength and perfection of the body. In the twentieth century the World Health Organization (WHO)was founded , a un organization dedicated to health, founded July 22, 1946, which since its inception discusses the concepts of impairment, disability and handicap and attempts to eliminate stereotypes and prejudices towards people with disabilities and their world, that causes them serious social problems such as discrimination or exclusion. WHO over the years has made various classifications. The last classification was published in 2001, "International Classification of Functioning, Disability and Health" (ICF), which claims that every individual can live a health condition, which in unfavorable environments may instead be a disabling condition. In the document the term disability is used to indicate both personal and social difficulties. People with disabilities live among others, but with different characteristics and attitudes, because of their body or their mind, sometimes causing discomfort; that pushes them to put great effort to overcome the differences and barriers that distinguish them from majority. Sometimes people with disabilities think they are wrong and fail to reach certain goals. More frequently in the workplace, instead, they manage to be considered, and thus to feel equal to others. In fact at works everyone has a role and therefore specific rights, duties, objectives and tasks. The person with disabilities, more than others, needs to have a clear role to play: without a role he can not be integrated. The role brings the subject to have rights, duties and to learn

behavioral rules (imposed by society): this will allow him to understand what others expect from him and what tasks he as to perform. The role helps to have an identity. Going to school and working the subject will be able to learn and "introject" the role he will, grow and find personal fulfillments. The school system is important for the development, construction and solidifying the identity of the subject. It is of major importance for the subject with disability to integrate into the school environment, which determines his integration into society. Identity is the reflection of the characteristics of the subject and allows him to make sense of the past and the future actions. Of course the identity of the subject growing undergoes inevitable crisis, just as happens for any individual, and this especially when he lives the period of adolescence. Of course it is difficult in fact that a person with a mental disability has a strong identity and self-esteem. For the person with mental disabilities it is difficult to make choices, because usually someone else chooses for him, to protect him from suffering considered, sometimes even stronger than it actually is in reality.

reason to lives ambivalent feelings toward his body. The person with disabilities has and must have the same rights and the same human dignity of others. The report that he lives with his bodies is hampered by the limits imposed by disability in his mind. Only if the mind is able to have the upper hand on the body, the disabled person can live his sexuality and not feel marginalized by society. Through the negative or positive experiences , he is able to be aware of his own body and is even able to define his own identity. In normal development, the construction of the Self the body has a major role with very important implications (questions, perceptions ambiguous and erratic, no doubt); for the person with disability, in his body dwells diversity, the "place of the damage", and consequently the process of construction of the self becomes particularly difficult: it increases the gap between what he feels and what his body expresses; It increases the difficulty of integration and of course not only his body but also of his identity and of his "self." The body image and the self- image have to deal with aspects-deficit, highlighted by episodes of rejection, exclusion: the body is thus the place of ambivalence, with the disruption of physical and / or mental affect relationships and bonds. Or the body, for the same reasons, may be too invested in treatment, interventions, investigations. The body becomes the object of excessive attention and measures for possible improvement solutions. To say that the person with disability is "a person like the other" is a concept right and wrong at the same time: it is right because it affirms the right to equal human dignity, it is wrong because the "limit" exists and affects his behavior. They must first accept to the diversity of their own bodies and admit their physical disability, mental or sensory; They must recognize their own objective limits, calling for a social and economic sustainable sexually. It is also important that the company accepts their diversity without considering it an obstacle. Ignoring this limit there is a totally wrong vision of the problems affecting these people, as they do not take into account the complexity of human physiology and its purposes. Clearly, from person to person, the same situation will have paths and opportunities absolutely unique, not attributable to units or universal laws.

3 CAP. - The body schema of disabled people and the therapeutic role of Sexuality

Sexuality is a central aspect of the human life and there are many factors that influence this process. Sexuality is linked to two dimensions strongly intertwined: one linked to the personal search of pleasure, the other that refers strongly to the relationship, to the desire to meet with the other. A parent with a one child with disabilities difficultly will see a future wife and / or mother, because she is considered by the society physically unable to take care of a house and have children to look after. The same is true for a boy child with a disability, that, even if he will receive numerous cars and attentions from his parents, he will never be considered by them capable of achieving personal autonomy. It is undoubtedly a widespread belief to consider these people as "angels asexual", but in fact they not only are not asexual subjects but remain more or less unchanged, their functions and sexual impulses, even with

complicit in denying individuals with disabilities of their rights of expression and sexual choice. In fact when it comes to individuals with disabilities, there are several forms of sexuality, both because of their disabilities, both for the attitudes. Such awareness would make rehabilitation for the recovery of these parties, much more effective educational intervention especially by those who take care of them; This would enable them to live their sexuality in a more serene and less frustrating way.

CONCLUSION

The aim of the thesis was to try to emphasize and attention the reality of people with disabilities. I tried to point out that people who like others have a social identity, but also a body that often can make them feel or look different. In Basel, just to prevent the renunciation of sexuality of disabled people, working alongside them in the top ten "sex workers". These assistants try to establish a relationship with stakeholders mainly communicative. The assistant listens, tries to understand, explain and try even physical contact. Even with a caress or purely sexual performance, seeks to satisfy, give pleasure and joy to people, without fear or discomfort or degrading ways. That helps the person to

feel less embarrassed and more security in dealing with others, perhaps by establishing a relationship of affective. The project has received a lot of criticism, but the initiative has the merit of proposing a concrete answer at the end.

BIBLIOGRAFIA

Bocci, F., Bollea, G. e Itard, J. (2011). Una mirabile avventura. Storia dell'educazione dei disabili. Firenze: Le Lettere.

Belotti, A., Coppedè, N. e Facchinetti, E. (2005). Il fiore oscuro. Sessualità e disabili. Roma : Sensibili alle foglie.

Castelli, G. e Mariani, V. (2005). L’educazione sessuale delle persone disabili. Guida per genitori & operatori. Firenze: Edizioni Ares.

Canevaro, A. e Ianes, D. (2003). Diversabilità. Storie e dialoghi nell’anno europeo delle persone disabili. Trento: Erickson.

Goussot, A. (2010). Educare all’incontro: disabilità, sessualità, corpo e affettiva. Per un approccio esistenziale e fenomenologico, in Disabilità intellettiva e sessualità, Milano: Franco Angeli