GRASP OF CONSCIOUSNESS IN UNIVERSITY STUDENTS: THE ROLE OF REFLECTIVE ACTIVITY

Background:As the literature clearly shows,supporting the development of reflective awareness skills is undoubtedly an important element in learning processes.We refer to Pierre Vermersch’s psycho-phenome nological approach and Piaget’s theory of cognitive awareness.The psycho-phenomenological perspective is based on a conversational approach defined by elicitation interviews (Vermersch,1994) and centered on the reconstruction by the participants of the lived experience. The narrative flow aims for a reflective return. Aim:Promote in students a process grasp of consciousness of their activity and their role within the univer sity context. We will be presented the analysis of experiences related to two cases of students. Method:Nar rative interviews inspired by Elicitation interviews.Two students of the University of Salerno took part in the research.The texts were analyzed using a hermeneutic–interpretive approach. Results:The reflective activity offered students the opportunity to (re)live the experience by affecting their perception of themselves,their relationship with the context,and their emotional experience. Conclusions:The reflective activity promoted by self-narrative can represent a valuable tool for the promotion of resilience and coping skills