The massive migrants flow arriving to Europe highlighted how there is an urgent need to improve through training the skills of all those carers involved in the process of reception and work with newly arrived and second generation youth, providing them with proper knowledge and suitable methodological tools in order to effectively respond to all the basic human needs and allow these people to exercise their rights (such as asylum, relocation, inclusion, civic involvement, employment, training, etc.). It is obvious how all these practitioners, such as trainers, social workers, educators, school teachers, interpreters, cultural mediators, psychoanalysts and other multipliers, hold a position of critical importance, and their duties involve a significant level of difficulty (from both a practical and psychological perspective). Setting minimum expectations which lead to primitive working conditions are not enough to face this situation. Instead, a high degree of effectiveness and professionalism is needed in order to enable all these carers to support these young people to be empowered, productive and socially integrated within the new societies and therefore avoid in the long run the phenomenon of radicalization. In response to this need, all those categories of professionals who attend subjects, whether from the educational, clinical or social field, are witnessing more and more to the proliferation of protocols and treatments which are supposed to be specific, tests and techniques in which the subjects’ reality is framed and closed in diagnoses that tell us very little about that specific person that we are listening to. All the diagnoses are guided by symptoms (such as sadness, problems of adaptation, etc.), but still don’t foresee the possibility to investigate the reason why. It would be the same as if a doctor decided to give an antipyretic medicine to someone who is suffering from a fever episode, instead of looking for the cause of it.
The idea of stepping away from the process of standardization and classification reveals how there is a need for professionals who are working in this field to embrace
the condition of their not-knowing-how. People who are involved in the field of work with newly arrived and second generation youth (such as youth workers, educators, psychologists, psychoanalysts, mediators, interpreters) are called to reinvent something of their own techniques in order to be able to attend every single subject.
The know-how cannot be pre-established, because the same technique/approach cannot work for everyone. This logic, which is introduced by Freud and later on taken
up by Lacan, teaches us to learn to take into account in a preeminent way all that’s insufficient, ungraspable, the non-whole, to open ourselves to a subjective way .
The subjective way has its ultimate horizon in the path of analysis and self-expression: is the landing place for the exiled, completely deprived of one’s own differences
and uniqueness.
