Psychological duty at a school in Manaus, adolescent pluridimensionality:

experience report

Abstract

The school has been the scene of a series of experiences characterized under the bias of impact, negatively or positively. With regard to the negative aspect, it becomes, in fact, urgent that research and action be deepened to settle the resulting consequences. Therefore, the objective of this article is to understand the pluridimensionality of psychological duty in a state school in Manaus based on the existentiality of adolescents. It is an emergency listening with a gaze cast on the experiences based on the assumptions of Phenomenological-Existential Psychology, specifically on the theory of the clinic of the three perspectives. The methodology uses the quantitative-quali bias. Listening was based on the phenomenological method and carried out in the morning and afternoon, twice a week, with 59 adolescents from elementary and middle school, aged 12 to 18 years, 30 self-declared female, 24 self-declared male, 02 self-declared bigender, 03 self-declared trans people. The demands were variable: Sexuality, Family relationships, Aggressiveness, Anxiety, Self-care, Affective relationships, Learning, Sexual abuse, Sexual harassment, Procrastination, Insecurity, Exacerbated self-demand, Fear, Bullying, Cutting, Suicidal assumptions. The multidimensionality of experiences present in the lives of adolescents and the breadth of existential suffering were perceived in the speeches, culminating in the compromise with the different relational configurations through which they transit and, in most cases, not knowing how to deal with the facticities that are present in your everyday life. It is concluded that the psychological duty of phenomenological inspiration carried out in the school institution makes it possible to welcome, listen and take care of this student, providing well-being and reflection on their experiences.