Studying the Lausanne Trilogue Play Paradigm in the Clinical Assessment Process.

Background: The study occurred in the interactive-relational perspective defining the development of psychopathology as the expression of difficulties derived from emotional and affective relationship between the child and his caregivers in early development. The aim of the research is to introduce the Lausanne Trilogue Play paradigm (LTP; Fivaz-Depeursinge, Corboz-Warnery, 1999) into the clinical process of assessment for study: a) if there are specific and peculiar characteristic of the triadic family interactions in the clinical group; b) the presence of risk and protective factors in the family; c) the definition of an integrate model of assessment in developmental psychopathology for an integration of information for the treatment. Method: The sample consists of 20 families afferent of the Clinic of Child and Adolescent Psychopathology of U.O.C. of N.P.I.A ULSS16 of Padua, that participate to an assessment process for a child (scholar age) expressed disease: the group is not homogeneous for child pathology. The LTP procedure is administered during the psychodiagnostic process. Results: Qualitative analysis shows the clinical importance of an integrated prospective of individual and family assessment to identify the limits and resources of the family system and to define the individual diagnosis and the treatment. The quantitative data will be developed.