No Boundaries for Disabled Teenagers

Project location: ITALY
Project start date: September 2001 - Project end date: June 2002
Project number: 2001-11
Beneficiary: C.O.E.S.


Socio-educational rehabilitation project for adolescents suffering from mild cognitive retardation, borderline and behavioural disorders.

Year 2007

Person in charge: Dr. Calzaretta Teodorino Carmine

The "Camelot" project has reached the end of its seventh year.

The socio-rehabilitation experience, thanks to a greater precision in therapeutical projects, has been definitely positive for the great majority of patients who could express to a greater extent and in a more evident way their areas of excellence as well as their areas of trouble for which therapy must be continued.

In fact, thanks to more patient-tailored therapies and thanks also to broader group settings, this year we could offer to any patient, in a more profitable way, the possibility to make topical his or her  cognitive, motor, relationship-building and emotional contents.

It was of importance not only to have greater precision in individual evaluations as well as a greater possibility to create intra and extra moenia activities of significant importance such as outings focused not only on the improvement of self and social autonomy (cinema, theatre, knowledge of the territory, etc.) but also the recreational and play aspects. 

This year's summer experience of play and recreation turned out to be of particular importance for the period of about two and a half months which took place in a "green area" of Rome.

The contacts with local health structures dealing with adolescents as well with school structures (WGH) and play and recreational structures were as important as in previous years; psycho-educational and therapeutic meetings with families and parents were also important. 

Meetings between parents and laboratory technicians have continued this year with increased attendance. There have also been successful experiments with separate monthly meetings of groups consisting maternal and paternal figures of the children.

The need to organise these meetings, originated from the necessity to create more contact with the paternal figures, provided the parents with the possibility of confronting the problem of disability with a freer approach devoid of  judgement in either direction which at times can have a strong effect.

This year we activated a cognitive support carried out by specialised therapists (logopaedists and neuro-psycho-motor therapists of developmental age) in schools, with the aim of developing cognitive and school performances of our patients.

This experience was very important for the support in learning for the users but it presented some organisational problems which, if resolved, could allow the continuation of this experience.

Our group of patients has increased to include four more while two have been discharged one to a work placement, and the other because of difficulty the parents had in accepting the disability which compromised the working of the project.

Of particular significance was the participation in the VII national congress on "Disability, Treatment and Integration" which took place at the University of Padua the 7th, 8th and 9th June 2007. This participation was characterised by the presentation of an article on the report on a drama therapy workshop which took place within the Camelot Project and was called "The experience of a drama therapy workshop for adolescents with Prader-Willi with medium learning disability".



Final Report

Andrea S.

Andrea, aged 18, has been diagnosed with a mild learning disability and relational and emotional difficulties; he obtained an attendance certificate for the third year of a vocational school for graphic arts.

During the year, although showing behaviours more suited to his age and interest in some activities, Andrea was erratic in his attendance, and this was probably due to strong family tensions that persist. 

He still shows behavioural problems in less structured settings.

However, the therapeutic activities carried out in the "Camelot" project gave to this boy a positive contribution for his progress at school, which has been assessed as adequate as shown in the WGH (Working Group on Disability) made at his school.

During this year psychological support was necessary for his mother only, since his father seems to be absent. 

Computer Therapy

In this fourth year of computer therapy, Andrea expressed a more mature and interested approach towards IT activities and often had intuitions that enriched his knowledge.

He continued to show a genuine interest in his work and used laboratory spaces in a more autonomous way both in looking for topics of interest and in requesting more and more complex   IT inputs.

When working in a small group, Andrea has greatly modified his relational skills and has cooperated with and helped his group members with extreme competence and clarity.

He has shown commitment as copywriter (drafting, making up, arrangement and selection of texts and images); as web pages designer he showed a constant commitment and got very good results, thus becoming an indispensable element for future projects.

In the light of the good results achieved in word processing and editorial applications, a continuation of proposed activities is strongly desirable.


                                                       Final Report

                                                    Stefano C.



Stefano C., aged 15, has been diagnosed a specific learning disability with provocative and confrontational behaviour.

He goes to year 2 at "P.Bassi" vocational school.

His unresolved problems relating to the separation of his parents are still present and have a great impact on his psychological and physical well-being as well as his participation in our project, which is extremely erratic.

His neuro-psychiatric assessment has been carried out in the Camelot project and concurred with the above diagnosis.

Parental meetings were necessary also this year, as in the previous to provide the needed psychological support to his parents.

Occupational and Expressive Activities

His erratic presence and increased conflictual behaviour have not allowed Stefano to benefit from proposed inputs, as has been the case for last year.

Therefore, the only positive outcome of this activity was registered in Stefano's relational and emotional behaviour, since he used this opportunity to express and communicate some experiences linked to his difficulties in integrating problematic aspects and situations in which he adapts himself better


Computer Therapy

In this third year of computer therapy, Stefano showed an improved relationship with the computer and effectively achieved the proposed goals.

He attained excellent competences in word processing and in the use of Internet, showing he was capable of great independence.

Major behavioural difficulties are still present in his relations with other group members, though his relation with the therapist has improved.

Due to Stefano's interest in this activity and the results achieved, we strongly suggest a continuation of this therapy also to improve his behavioural patterns.

Activites to guide him in the listening of Rock music


After initial difficulties in showing interest and desire for this activity, Stefano showed some motivation and interest both in listening to rock music (first by choosing the music he brought and then that brought by other group members), and in the knowledge and improvement of his relations with other group members and with the therapist.

Although he had a sometime inconsistent motivation towards this activity, Stefano made positive experiments in the production of music with other group members, in listening to music with others, in the selection of the musical instruments listened in the musical excerpt brought in by the others, in his verbal and non verbal expression of inner feelings, in developing a significant relation with other group members and with the therapist, in progressively increasing his attention span, in taking turns with other group members and being listened to and listening to others.

                                               Final Report

                                                      Aldo M.



Aldo, aged 19, is diagnosed with a Specific Learning Disorder.

He lives with his family, composed of his father, his mother and younger sister; his family is a normal and well-structured one. 

Aldo attended for a second time year 3 of a Vocational School for graphic designers but left half way through.

Psychological support meetings for parents have continued also this year. 

From September, Aldo was given a work placement in a supermarket chain.


Decoration and construction of music instruments.

In these activities Aldo has been greatly motivated and committed and he  showed an extended attention span and good realisation of designs, painting works, assembly and disassembly activities, manual works, even those requiring great precision.

He also expressed a desire to help other group members showing greater difficulties.

This choice of being a facilitator and a more experienced partner was greatly encouraged by therapists and happily welcomed by other group members.

However, relational problems arose due in particular to provocative behaviours still present in this patient.

Manual Activities (woodwork)


Aldo showed more and more his strong motivation and brought to the activity important positive aspects.

He achieved a good level of knowledge and activity organisation as well as full awareness of all working processes and was able to operate independently.

Some behavioural problems still remain difficult to solve since they come from emotion management deficits (sexual and aggressive), but he can better express them now.

Aldo's interest in this activity is so strong that we can increase the number of sessions in view of Aldo's future employment possibilities.


Final Report

Andrea T.


Andrea, aged 17, is the only son of divorced parents. He currently lives with his mother and sees his father on a regular and continuous basis.

He has been diagnosed with a Prader Willy Syndrome, associated with Average learning disability and specific linguistic and behavioural problems.

His emotion management is particularly compromised.

He is in year 3 of a Business School.

Like last year, his parents were given psychological support.


Cognitive and Occupational Activities

During this year Andrea seemed to be calmer, more collaborative, more able to participate and more attentive, and he could often respond to the tasks in useful and adequate ways. In comparison with his early project stages, Andrea is now more "controlled", less "overexcited" and more able to find better emotional handling strategies.

Andrea has significantly adjusted his behaviour to the various situations in which he lives; in fact, during experiences external to the Camelot setting, Andrea could demonstrate adequate behaviours and autonomously control his impulses and act in an adequate way, for instance, when in a supermarket.

We suggest continuing this therapy since it is of great importance from both cognitive and emotional/relational viewpoints.

Decoration and construction of music instruments.
Andrea has recently showed improved manual skills (making and preparing objects), improved learning as well as improved relational capabilities.

Provocative attitudes towards other group members have disappeared and his attention is almost exclusively focussed on the tasks to be carried out.

Andrea can use materials and tools in a suitable way and in some phases of his work he shows intuition and deduction capabilities that allow him to overcome problems without the help of the therapist.

His clear satisfaction for the work he produces can be used as positive element to strengthen this activity. In subsequent project phases, in fact, this activity could have a positive impact on his cognitive strengthening as well as his behaviour.

Cognitive and Occupational Activities

Andrea has recently shown improved relational capabilities with other group members, his attention to the tasks in hand has increased, as has his capability to control himself in difficult emotional situations.

He has fewer clashes with the provocative behaviours of other group members and can better control the anxiety caused sometimes by the group.

He is enthusiastic about this activity and extremely able in performing the tasks requested. 

Computer Therapy


This therapy is new to Andrea, who faces it for the first time. He shows motivation and interest in the use of a PC and can use it with some familiarity, since he does it also for school.

At first,  Andrea started with the basic use of the PC, then he learned how to use Microsoft Word and the Internet, though his ability in this latter field is limited.

The fact of being in a small group helps him since it fosters his attention and powers of concentration. 


Final Report

Federico D.

Federico, aged 15 is the sole child of divorced parents. He lives with his mother and sees his father on a regular basis. He was diagnosed with a Mixed Type Specific Learning Disorder and suffering from prior language disorder.


He is in year 3  of a Hotel and Catering College and comes to our Camelot project once a week.

Cognitive and Occupational Activities

The patient seems to have progressed, and some of his childish behaviours have diminished.

His relationship with therapists and  group members has improved, as has also his emotional handling skills, and, what is more important for him, he shows increased self- confidence.

He is more available to others and responds to adult's requests with good results.

In the light of results attained, we suggest a continuation of these activities.

Computer Therapy

The patient has grown up a lot, both his language abilities and behaviour.

He cooperates more and pays more attention to what he does and copes betteer with frustration.

During our meetings Federico made more suggestions and was more interested in the setting, though some mistrust towards some of his group fellows remains.

Federico demonstrated greater verbal abilities in expressing his feelings; unlike past situations, these abilities allow him to resolve conflicts with some group members.

Activities carried out have also addressed motivation issues and tried to reduce anxiety, which often arose when he had to perform some tasks or faced difficulties.

The fact that he has reached almost total independence in performing some cognitive tasks can be considered as an important achievement.

We suggest the continuation of this therapy to strengthen autonomy (money knowledge, telling the time, etc.).

His cognitive strengthening and greater self-esteem have enabled Federico to use the computer in a more autonomous way and increase the use of this tool.

Psychological intervention


In the case of Federico, the psycological intervention aims at resolving the parental conflict which affects the choices he makes and the development of an autonomous personality independent from the pressures and conflicting desires of the parents.

The main aim is that of helping him towards a greater  integration of aspects of his personality and the achievement of a more complete development of his personality.

Final Report
Giovanna  A.
Giovanna, aged 20, was diagnosed as a result of serious  head injury and widespread problems with cognitive functions as well as an optical atrophy of her left eye.

She lives with her  family, her parents and an elder brother; she attends year 5 of a vocational school for tourism and trade.


Her attendance to the Camelot project was erratic due to her worsened physical and psychological conditions. As in preceding years, meetings to provide psychologic support were held for her parents.

Workshop on female identity and body image

Because of her deteriorated physical condition, Giovanna was only able to attend the workshop this year with many absences.

Final Report

Flavia C.

Flavia, aged 17, was  diagnosed with post-vaccination Autistic Syndrome, serious development block in several psycho-cognitive, behavioural and relational areas.

She lives with her parents and an elder brother.

Flavia is in year 3  of a pedagogic high school.

As in previous years, meetings have been held with her parents to provide them with psychological support.

Music Therapy

Flavia participates in Music Therapy both on an individual programme and in a small group activity.

In both cases no significant changes have been detected. Her relationship with the therapist, used to get support as well as to share experience and confidence, has strengthened and has been improved by elements such as prolonged eye contact.

Her relationship with other group members is good; Flavia shows caring and a liking for them and calls them by name, smiles to them and sometimes kisses them on the cheek.

She likes the activities carried out individually very much as well as her participation in the small group and her interest and attention seem to have improved both in quality and quantity.

She uses all music instruments spontaneously. These have been changed during the year and she gives priority to the use of her body movements and her voice as chosen communication tool in individual meetings.

Theatre Therapy

Flavia is attentive and has a friendly attitude, smiles at witty remarks and participates in group activities within the setting.

She understands and adequately performs the requested tasks.

The presence of a new group member led Flavia to withdraw into herself, withdrawal expressed by a greater passiveness and a peculiar attitude (head deep set between her shoulders, arms along her bust and tensed, the palms of her hands and her eyes lifted up).

She has a positive and caring relationship with her therapist.

Manual Activities

Flavia has good manual skills and abilities with different materials.

She can clip out images from a paper and make a collage.

Her erratic presence in this activity has not allowed her to reach the proposed goals.                                         


                                                           Final Report

                                                       Mirko  R.

Mirko, aged 21,  was diagnosed with a serious / medium learning disability and complete blindness since birth.

He lives with his family, his parents and a younger sister.

His family seems to be completely centred on his rehabilitation needs and shows a strong social and relational isolation, aspects that are equally pronounced in Mirko.

He presently goes to several learning and rehabilitation centres.

He started individual psychotherapy 7 years ago and continues it.

As in the preceding year, meetings have been held with her parents to provide them with psychologic support. 

Music Therapy


Mirko participates in Music Therapy both in an individual programme and in a small group activity.

In his individual programme Mirko experienced sounds different from those he heard last year; the therapist used amplified instruments that stimulated Mirko and renewed his interest and desire to explore and look for different sounds; this make it possible to start a new therapy in which integrated technologies and classic instruments will better meet the inputs suggested by Mirko.

In the small group therapy, characterised by the presence of two therapists, Mirko showed a liking and caring for a girl of his same age that he often calls by her name; he also shows happiness and involvement in the activities.

His relationship with the therapists is good, though he shows a preference for his male therapist.

He shows prolonged attention when he participates in the production of sounds as well as when he spontaneously decides to listen to sounds.

Mirko has also improved his language skills.

Conflict behaviours, though decreasing,  are still expressed at the end of meetings.

As proposed goals were achieved and we decided to stop this therapy.

Theatre Therapy
Mirko likes to work in small and larger groups; he can make suggestions also when no music instrument is available.

He pays great attention and responds to and rapidly performs the requested tasks. In fact, during this year he has progressively improved his postural and verbal expressions and become more visible to the other group members. He now talks more, intervenes in group discussions in a more appropriate way and plays a more active part in the Camelot Project. 

Manual Activities

Mirko was involved in these activities as member of a small group.

Although a reference adult was present in the activity and played a basic role of mediation at the beginning of activities, it was almost impossible to involve Mirko in these activities                             

Final Report

Martina G.

Martina, aged 17, was diagnosed with a medium to light cognitive impairment and language disorder, probably due to emotiveness.

She lives with her family: father, mother and younger brother.

She is in year 2 of the third School of Arts.

As last year, meetings have been held with her parents to provide them with psychologic support


The social rehabilitation project for Martina ended in June 2007.


Computer Therapy

This activity was a positive experience of fundamental importance for Martina since it confirmed her calm approach to the computer. The computer has been very helpful for her to organize and manage her ideas and put them into writing.

Her word processing, text drafting and  composing skills have improved.

The group is very important for her, although sometimes she shows conflictual behaviours towards group members.

Cognitive and Occupational Activities

Martina has assiduously participated in the activity with positive results.

She is more mature than she was at the beginning of the year, more able to develop the tasks given to her and more able to keep up with the group.

Her language difficulties seem to have slightly decreases, while the perception she has of herself, her body and of her abilities remains a problem.

Her anxiety in carrying out a task remains anyway very high.

Occupational and Expressive Activities

In this activity, Martina demonstrates quite good skills in fulfilling her tasks. 

It is therefore important to continue this therapy and enrich it with a wider range of inputs and requirements.

It must be noted that she has a high level of anxiety in carrying out her work and precise relation difficulties with her group members, since she cannot stand up to the conflicts she meets in the rehabilitation setting.

In the light of the above, no relevant changes have been detected in comparison with last year.


Psychological Support

Meetings held with Martina aimed at strengthening her female identity and giving her the possibility of getting in touch with her real desires and needs.

Martina is more closed and therefore less available to a therapeutical relationship.

Many meetings were necessary before she demonstrated trust and real "opening" in the therapeutic setting.

She has just begun to achieve these goals and therefore we suggest the continuation of therapy next year.


                                               Final Report

                                                      Jacopo  L.



Jacopo, aged 17, was diagnosed with a Mild Cognitive Impairment and motor, memory and space and time difficulties due to a neurological deficit of  unknown origin.

He also has frequent epileptic crises.

His parents are divorced and Jacopo lives with her mother.

Jacopo goes to year 3 of the Vocational School for Opticians.

As last year, meetings have been held with her mother to provide her  with psychological support. 

Cognitive and Occupational Activities

In the last year, thanks to an improvement in his health and number of epileptic crises, he seems calmer, more available and cooperative; he has improved his tolerance of frustrations and diminished his use of seductiveness in his relationships.

When assigned a task, Jacopo shows interest and involvement, thanks also to a more constant attention.

His emotive and cognitive aspects seem to be better harmonised and his critical skills have increased, and therefore he can make choices that are more in tune with his needs.

No changes have been detected in comparison with last year.

Neuro-cognitive therapy


Jacopo is more motivated towards this therapy and more cooperative in his activities.

Conflictual and sometimes provocative behaviours have decreased.

He can keep focussed and attentive on something for a longer time, though this increased capacity is always connected to the condition of his health.

He listens more to other group members and intervenes in the discussions, at times also with a critical mind.

His ability to remember events has improved, though his long term memory is still showing deficits.

In problem solving, if helped by the therapist leading the processing of problems to be solved, he is more and more able to frame the initial situation and understand its goal.

We suggest continuing this therapy in order to increase his cognitive abilities and attempt to minimize his obvious deficits.

Manual Activities

During this year Jacopo significantly modified his attitude in the activities; he is more motivated and has a greater suggestion-making aptitude, whereas his "histrionic" behaviour has greatly diminished.

Attention and participation have increased, and now in carrying out the assigned tasks he tries to find possible problem-solving strategies even without the help of the therapist.

His manual skills and knowledge of tools have improved.

His relationship with the therapist and other group members is good.

We suggest continuing this therapy to strengthen acquired skills.


Psychological therapy
Psychological support sessions are aimed at helping Jacopo understand his sexual orientation, strengthen it and his "emancipation" from the symbiotic relation he has with his mother.

During the meetings Jacopo demonstrated defensive mechanisms and was less open to the therapeutic relation; in the setting sometimes he used seductiveness and manipulation, other times he explicitly refused the therapeutic relationship. Very rarely does he tell the truth about himself. This ambivalence expressed during meetings made it very difficult to carry out therapeutic intervention.

Final Report

Mario S.



Mario, aged 19, suffers from a medium learning disability and behavioural disorders as well as general immature behaviour and development.

He lives with his uncle and aunt to whom he has been entrusted; his family situation seems to be very complex.

Mario is in year 3  of a Vocational School

As last year, meetings have been held with his parents to provide them  with psychological support.

Manual Activities


Thanks to regular attendance, Mario has been able to profit from such experience in a meaningful way; in fact both his ability to interact with other group members and his increased knowledge of the activity, the application of techniques and tools seem to have been modified, with a consequent greater confidence in planning the work to be carried out.

What is more, Mario has also increased his ability to acquire abstract concepts and transfer them in an adequate way to new work to be developed.

His relationship with the therapist and group members has improved, since he now has a better knowledge of social rules.

The satisfactory results achieved suggest that further objectives could be pursued successfully,  such as an improved knowledge of  social and behavioural rules and a greater orientation towards reality.

Computer Therapy

In this therapy Mario had to use a personal computer as support in carrying out basic writing and reading tasks and overcoming some spelling difficulties.

During this year, his strong desire to improve his writing and reading abilities facilitated a great commitment to overcoming his literacy limits.

The therapy was carried out  in a small group and also in individual settings.

Decoration and construction of music instruments


Mario has always shown a good motivation and commitment, and has always focussed on the given task and on enjoying his work, despite his difficulties and limitations.

In fact he can now remain attentive for a longer period of time and can handle colours, brushes and musical instruments easily.

His greatest problem is his difficulty in behaving spontaneously, since Mario uses stereotypes and is influenced by television models which are highly significant to him.

Final Report

Giorgio T.


Giorgio, aged 13,  suffers from Light Cognitive and Language deficits associated with attention deficit and poor behavioural control.

He lives with his parents and  sister. Family atmosphere is serene.

He is in year 2 of middle school and his school relationships are good..

Manual Activities

Thanks to his liking and affection, Giorgio has been able to get involved in the activities without great problems and he has not taken much time to respond to the stimuli provided by the therapist; he has succeeded in fact without particular difficulties in translating such information into actions, performing some tasks involving simple steps and getting satisfactory results.

Giorgio knows how to make suggestions, with simple ideas and in keeping with his abilities; he succeeds in skillfully overcoming those possible difficulties that may arise during the performance of his tasks by using simple but functional strategies.

With the passing of time, his learning and attention abilities improved so much that  often Giorgio did not show any sign of frustration or tiredness for the whole duration of the activity.

However, Giorgio shows difficulty in putting his actions into words, since he has a poor vocabulary and a difficulty in the correct use of words and verbs.

In the light of his strengthening cognitive and practical abilities, we suggest to continue this therapy

Computer Therapy


In this third year of activity, Giorgio maintained unchanged his motivation and desire to  perform the proposed tasks, characterised by a playful use of personal computer as well as its merely technical use (Microsoft word and Internet applications).

In keeping with the above, the continuation of this therapy is very important.

Music Therapy


This therapy has been characterised by a significant consolidation of his relationship with the therapist and by an active participation in the activities.

Giorgio increased his self-esteem and thus could express greater confidence in performing some musical ideas or in making up a story or expressing some emotions.

During our meetings Giorgio expressed curiosity, desire to share his experience, joy, a desire to know and explore things, though often coupled with  anxiety and restlessness, also motor restlessness, which demanded control strategies.

However, his attention and ability remain very poor.

It is therefore necessary to continue with this therapy.

Final Report

Michele A.


Michele, aged 13, suffers from Attention Deficit, Hyperactivity and Impulsiveness, but his cognitive development is almost normal.

He lives with his parents and an elder brother.

His parents show great difficulties in the management of the complex education and relational situations of their children.

He is in year 3 of middle school.

Family meeting were organised to support his parents.


Manual Activities

The progress achieved by Michele in these activities continues satisfactorily, though huge behavioural problems still remain.

Michele shows great interest in this work, diligently performs the assigned tasks and shows good manual skills.

Michele is greatly satisfied when he can plan and perform small woodwork tasks and shares their practical content with his group members in a suitable way. He has a good interaction with other group members, though he shows perhaps too much "exuberance" in it.

It must be noted that the way in which Michele uses his logical reasoning has improved the implementation of problem solving strategies, and in this way Michele was often able to cope extremely well with obstacles arising during working phases.

Decoration and construction of music instruments


Although showing great relational problems with other group members as well as with the therapist (provocative attitudes, difficulty in complying with the rules), in this activity Michele succeeded in performing the given tasks adequately and in a precise way, with longer attention spans. It must be noted, however, that he generally modified his attitude and behaviour and now is much better able to control and articulate his limitations. 

Psychological Therapy


Since November 2006, psychological meetings have been held every two weeks to allow the patient to acquire a greater awareness of the emotional, cognitive and relational aspects of his personality.

Because of the problems within the family, the psychological work with Michele is, at present, focussed on family dynamics and relationships.

Since September 2007, the meetings occur weekly.

                                                  Final Report

                                                     Sara D. M.



Sara, aged 16, shows a medium-light Cognitive impairment with lack of attention, dysarthria and dyslexia.

She lives with her parents and an elder brother.

She goes to year 1 of a Psychopedagogic School and this is her third year in the Camelot Project.

She seems to enjoy a serene family atmosphere, although this last year a sort of generalized anxiety has affected the whole family and some problems in managing this anxiety have arisen.

Parental meetings have continued to provide psychological support to her parents.

Decoration and construction of music instruments


At the beginning of this activity Sara showed difficulties in the ideation and planning of a project.

With the help and stimuli provided by the therapists, she succeeded in performing the assigned tasks in a creative way.

Once she become more confident about her abilities to perform manual tasks and controlled in her continuous anxiety, Sara showed a good level of learning and attention which allowed her to use colours, brushes, scissors, various materials and an awl in a positive way.

She showed increased abilities in her relationships with the other group members.

Theatre Therapy


After some initial difficulties due to high levels of anxiety that forced Sara to look for strategies to avoid the assigned tasks, she has recently expressed fewer problems in being involved in the setting, she seems to pay more attention to what goes on and shows more confidence in her relationships.

In fact, since she wants to be independent, Sara tries to establish relationships with those stronger group members who inevitably outstrip her in her abilities and personality.

Sara's most important achievement was an increased ability in establishing and carrying out relationships.

                                                        Final Report

                                                     Valeria M.

Valeria, aged 19,  shows learning difficulties and impairment in symbolic, graphic and practical performances.

She lives with her parents and a sister:

She dropped out school due to problems with her schoolmates.

This is her third year in the Camelot Project.

In the light of the great relational problems already present in her family but increased during this year, specific meetings to support her parents have been organised.

It was necessary to specifically intervene in relation to her mother following some emotional events relating to Valeria which particularly disturbed her mother.

Decoration and construction of music instruments

Ambivalent and divergent behaviours were noted in her involvement.

When motivated, she showed a prolonged attention span, good abilities to perform manual work and a good use of the necessary tools to carry out these activities; when feeling bored and showing conflictual behaviours, she expressed difficulties in complying with rules (switching off her mobile during the activities, not using bad language, etc.)  demonstrated conflictual and devaluing relational behaviours with the therapists that required the therapists to exert control on these behaviours.

However, despite her relational difficulties, Valeria succeeded in establishing a good relationship with other group members,  sharing the work and helping those group members less able to carry out the given tasks.

Computer Therapy

Valeria continued to show great interest in computer experiences, and worked in tune with the proposed goals; in fact she is getting very good results in the use of word processing programmes. Although showing some conflictual behaviours, of a merely emotional nature, she showed the necessary abilities to acquire further computer skills; in fact, she achieved good results in the use of Microsoft Office applications and in drafting and making up texts and images as well as in creating graphic interfaces for the Web.

In this activity, too, Valeria, when calm, can establish very good relationships with her group members and can help them and make proposals.

Psychological support


Meetings held with Valeria aimed at strengthening her female identity, increasing her self-esteem and making her aware of the reasons that push her to establish conflictual relationships with her family, especially with her mother, to allow her to achieve a state of inner well-being.

During our meetings Valeria showed openness and availability, despite her difficulties and resistance in discussing family-related problems.

This therapy is now in its early stages, and therefore we suggest the continuation of these activities next year.

Final Report

Gianluca Q.

Gianluca, aged 15,  is Down's Syndrome with a medium learning disability.

He lives with his parents, an elder sister and his maternal grandparents.

He attends year 1 of technical college.

This is his third year in our  Camelot Project

Parental meeting continued with his mother, since his father cannot take part in them, at least for the time being.

Computer Therapy

Gianluca is motivated and interested in the use of the computer for IT and as a working tool (use of word processing and Internet), and a play tool.

 He has established a good relationship with the therapist, although at the beginning he seemed to make the therapist the object of a morbid behaviour and this made it difficult to work with other group members.

Now Gianluca shows greater tolerance towards frustration that may arise when facing difficulties in achieving his tasks.

Due to his interest and motivation and also due to the partial achievement of set goals, we suggest to continue this therapy.

Manual Activities

Motivated and interested in this activity, Gianluca showed good skills, abilities and appropriate actions in performing the assigned tasks and in using tools; his manual skills have improved.

His aggressive use of words and "buffoonery" that disturbed the work of other group members has decreased.

His relationship with the therapist and other members is good.

It is therefore desirable to pursue this activity.

Final Report

Elena G.


Elena, aged 19,  is of Rumanian origin and came to Italy in 1995; she lives with her foster parents and two foster brothers.

She shows a mild learning disability as well as serious genital and urinary problems and renal insufficiency

 She underwent a succcessful kidney transplant.

She is in year 2 of a Vocational School.

Cognitive and Occupational Activities

Elena's serious and complex relational problems made us give priority to individual settings.

Her erratic presence due to her precarious state of health did not allow the fulfilment of the planned therapy.

However, the therapist could establish a good therapeutic relationship with her and this gave confidence to Elena who could better control herself.

It was also possible to start work on her difficulties in coping with her female identity, her relationships with males and also on her health.

Theatre therapy

Since September Elena has worked in an individual setting aimed at controlling and processing her deep and complex psychologic difficulties and also her difficulty to participate in a more orthodox individual psychotherapy setting.

Final Report

Eleonora R.

Eleonora, aged 16, lives with her maternal grandmother to whom she has been entrusted; she shows a borderline cognitive disorder with difficulty in the organisation of perceptions and contrary behaviour.

Due to her very serious family situations, psycho education meetings were held in collaboration with the RMD IV Local Health Unit for her grandmother with the aim of producing an impact also on her mother and make the family system more functional from an educational perspective. She attends year 1 of a cinema school for the third time.

This is her second year in our Camelot project.

Decoration and construction of music instruments



Eleonora shows an extremely inconsistent behaviour with great psychological and relational problems increased by her rebellious behaviour caused by the adolescence phase she is going through.

Therefore, in this activity she alternated between refusal and disregard on the one hand and collaboration and agreement on the other.

Although she always maintained her devaluing, protesting and provocative behaviour, she participated in our activities and showed good manual skills that allowed her to use positively nails, scissors, cork, awl, etc. as well as different materials such as shells, cloths, rice and barley. She still has difficulties in her relationship with other group members and the therapists.

Expressive Activities (body-sound-movement).


Eleonora participated together with another girl in this activity, in which our expressive aim was to give patients the possibility to express their inner emotions, their creativity through the movement of their bodies, music instrument, their voice, drawing, and listening  to music.

In these activities Eleonora expressed difficulty, embarrassment and shame in making spontaneous initiatives, she often remained just an observer of what was happening and showed provocative and conflictual behaviours.  Her constant presence was assured only by the presence of the other girl for which Eleonora shows  great affection and with whom she identifies.

Her serious life situation is compromising her presence in these activities and requires a serious reflection on the proposal of activities more fitted to make her reflect on her life experiences and find the right elements to build up her identity.

Final Report

Leonella D. A.



Lella, aged 18, lives with her adopted parents and shows a medium overall learning disability with narcissism and emotional and relational idealisations.

She attained a diploma in hairdressing.

From September 2007 she was employed part-time, and long term as a trainer in a beauty salon.

Expressive Activities (body-sound-movement).

Lella joined our activities in a regular and consistant way and fully shared our proposals and goals; she collaborated, was motivated and interested; only sometimes did she behave in a provocative and inconsistent way, but this was due mainly to her difficulty of understanding the meaning and reason of our activities.

In general Lella successfully used percussion as well as melodic musical instruments, her voice and singing, acquiring musical experiences and body movements to music, the sharing of music to listen to, the discrimination of musical instruments present in the various songs brought by group members, the verbal and non verbal expression of her inner state, the development of a significant relationship with the other girl and the therapist, the progressive increase of her attention.

Her interest in these activities made her plan and prepare a short show  for young children for which she shows great attention.

Acvities to guide her in the listening of Rock music


These activities were characterised by conflict behaviours between Lella and the other male participant.

This conflict was expressed through anger and provocations, mainly quarrels to see who had to be acknowledged as more powerful; and, in all this, a visible sexual conflict.

The Italian pop music that Lella cherished was not in tune with the English music (Profilax, Nirvana) preferred by the other group member.

Thanks to the help of the therapist, after a stormy beginning, the different personalities and tastes could be put together and all the specific stimuli of  this activity could be shared.

Final Report

Fabio B.


Fabio, aged 17,  lives with his parents and a sister and attends year 2 of a vocational school.

He suffers from an average learning disability with troubles in managing his aggressive, sexual and relational behaviours with an inclination to escape reality and take refuge in an imaginary world.

This is his second year in our "Camelot" project.

Meetings have been organised with his mother to provide her with psychological support.

Decoration and construction of music instruments


Fabio took part in these activities and showed great commitment and motivation; he has a basic ability to use brushes, colours, scissors, etc.

He clearly manifested his joy to be in a group and willingly accepted the help of other group members.

During our activities he often demonstrated isolating behaviours, but, once requested to finish his task, Fabio succeeded in remaining in the situations and could therefore understand and benefit from the experience.

Manual Activities

Fabio failed to get involved in the group setting.

His mind was often wandering in an imaginary reality evoked by some realistic elements (construction of a sword or other war equipment).

With a tailored setting we succeeded in channelling his interest on carving activities.

His relationship with other group members and the therapist - for whom he expresses functional behaviours - are difficult.

Final Report

Sara M.


Sara, aged 17,  lives with her parents and suffers from an average learning disability.

She attends year 3 of a Psycho-pedagogical school.

This is her second year in our  "Camelot" project.

Meetings were organised to provide psychological support to her parents.


Occupational and Expressive Activities


Sara had great trouble in getting involved in the group, mainly because of her low self-esteem and anxiety in her relationship with other group members.

She often said she was not up to her task, although, when strongly stimulated by the therapist, she could carry out several tasks, but never complete them.

Thanks to the actions of the therapists, Sara could produce some work (a flowerpot and dish painted and carved) although her lack of manual skills is great.

From a relational perspective, Sara was not able to establish a real relation with other group members, and preferred relations with reference adults.

We suggest to increase her involvement in these activities so to stimulate more her cognitive, manual and relational abilities.

Final Report

Gianmarco F.


Gianmarco, aged15,  aged 14, lives with his parents and attends year I of the technical college.

He suffers from average learning disability and has a congenital bone malformation of a probable organic nature.

This is his second year in our  "Camelot" project.

Meetings were organised to provide psychological support to his parents.

Final Report

Thomas D.


Thomas, aged 15,  has recently been accepted in a therapeutic community due to his family's serious situation of social distress.

He attends year 3 of the middle school.

We could only make a neuropsychological assessment of his situation, which shows a light learning disability with troubles in establishing relationships at school and adapting himself to situations.

Due to difficulties of organisation, both his family and his community therapist cannot take him to our Camelot activities, and we are waiting to start a socio- rehabilitation programme with him.

In the light of his family difficulties, parental meetings are scheduled to provide psychological support to his parents.

The boy was not able to participate in activities due to family problems.

Final Report

Claudio C.



Claudio was born on the 23/01/1993 and arrived at the Camelot project in May 2007.

He attended year 3 of middle school; he lives with his family  - parents and 1 sister.

He has severe mobility problems which make it necessary for him to be in a wheelchair.

He was evaluated on a cognitive and on an emotional-relational level with the Wisc-III, the test of the tree shape, a test relating to people and the family.

This evaluation has shown that Claudio presents a cognitive level characterised by normal functioning with good memory and understanding of situations and functional problem solving abilities.

The difficulties are those relating to the organisation and the perceptive integration apart from the existing difficulties in motor integration.

From an emotional point of view, the boy seems to be going through a problematic phase relating to the acceptance of changes - especially concerning the body.

There are dependency and anxiety issues relating to the development of personal autonomy.

It is possible to foresee depressive and regressive aspects which could lead to the development of inhibitions.

Wih respect to the above, the following projects have been proposed: 

  • 1. Psychological intervention aimed at acquiring tools important for the process of acquiring identity.
  • 2. Cognitive intervention aimed at increasing the existing strong cognitive abilities.
  • 3. Relational intervention aimed at the posibility of creating a friendly network since the user is living in significant isolation.

Final Report

Matteo R.



Matteo was born in Rome on the 27/2/1988, a lone son living with his parents; he suffers from Williams syndrome.

He attained the attendance certificate for the fifth year of technical school.

In September 2007, Matteo underwent the Wisc-III test for cognitive and emotional-relational evaluation.

This evaluation shows that the cognitive level is characterised by moderate learning disability with more or less similar levels for verbal, intuitive and visual spacial abilities.

From the analysi of emotional tests, Matteo presents a personality characterised by low vision of himself with elements of rigidity at times obsessive and at times compensated by the use of fantasy and environmental resourses.

There are also conflicting and therefore anxiety provoking aspects inherent to his identity; his state of inadequacy which leads him to exprress anger compensated by a care of himself and a desire to have significant contacts of a relational nature is important.

In keeping with the above, the following intervention has been planned:

  • 1. Psychological intervention aimed at supporting the boy into adulthood with particular support for the building up of a more stable identity.
  • 2. Cognitive intervention aimed at the support and potentialisation of learning abilities.
  • 3. Expressive intervention aimed at experimenting in ways more adapted to his fantasy world.

Final Report

Fabio M.

Fabio was born in Rome on the 10/02/1994 and lives with his mother and sister. The parents are separated.

He attends year 1 of a technical institue and in July 2007 underwent a Wisc-III test for cognitive and emotional -relational skills.

This evaluation shows a cognitive level characterised by boarderline functioning with limited abilities in  abstraction, with simple and concrete thought; there are liguistic and problem solving difficulties as well as problems in processing complex general and abstract concepts.

There are great difficulties in the speed necessary when integrating visual and motor abilities.

From a psychological point of view, the boy shows problems of inhibitions although he is well centred in himself with some signs of persecution feeling from the outside world.

In keeping with the above, the following intervention has been planned:


  • 1. Psychological intervention aimed at the ability to understand those inner and outer psychic mechanisms important for building up one's identity.
  • 2. Cognitive intervention in a group in order to increase cognitive functions and facilitate relational abilities.
  • 3. Expressive intervention aimed at facilitating the expression of creative abilities.

Final Report

Mara B.

Mara was born in Rome on 12/05/1994. She attends year III and lives with her parents.

She manifests boarderline cognitive abilities.

She is at present undergoing psycho-diagnostic evaluaton since she only joined the Camelot project recently.


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