Psychoanalytic diagnostics and pedagogical everyday-life

The results of the psychoanalytic evaluation of a patient gathered during t he diagnostic process can only be applied in appropriate educational proced ures if an undisturbed dialogue exists within the multidisciplinary treatme nt team of a ward. Pedagogic activities based on such assessments bring abo ut a continuous verification or falsification of the primary diagnostic eva luation. They not only reflect it's quality but also furnish new informatio n. In loop-like movements the position of the evaluation at the beginning o f the in-patient treatment is supplemented or revised. Every traumatic expe rience; be it dissociated or otherwise isolated from consciousness, because of the continuous vulnerability of the traumatised subject can be triggere d and reactivated under special conditions. The practical interlock of the results of the psychoanalytic assessment at the beginning and the education al activities of everyday-life during hospitalisation are exemplified by th e case history of a multiple traumatised adolescent.