The mental health of university students has become a global priority, underscored by rising rates of psychological distress within this demographic. This transitional phase to adulthood, known as Transitional Age Youth, constitutes a critical juncture for the onset of psychopathology, and its challenges are often exacerbated by destabilizing socio-cultural factors that heighten vulnerability. Traditional nosographic approaches, primarily based on behavioral anomalies, prove insufficient to grasp the experiential core of suffering. This is particularly true for paucisymptomatic presentations linked to developmental and existential challenges, which often result in heterogeneous and inadequate diagnoses. Furthermore, monological and asymmetrical models of care can foster forms of epistemic injustice (both testimonial and agential), which undermine the young person's credibility and active participation in the therapeutic process, ultimately compromising its outcome. Overcoming such models has become an ethical, clinical, and epistemic necessity. In contrast, clinical phenomenology grounded in a Person-Centered Dialectic Approach conceives of suffering not as a discrete neurobiological or intrapsychic problem, but as the result of a defensive position-taking in the face of an "existential knot" that overwhelms the individual's resources. A co-productive approach, which values the first-person perspective and its epistemic authority, is therefore essential for understanding the individual's suffering. This process is enriched by the dialogical exchange of perspectives within the therapeutic dyad, which facilitates the overcoming of defensive closure, enables the modification of this position-taking, and fosters a therapeutic alliance founded on mutual recognition. Through the analysis of brief clinical vignettes from a university counseling service, this presentation will illustrate how such an approach unfolds in practice. Promoting collaborative care pathways, based on a phenomenological understanding of the person's way-of-being-in-the-world, not only improves clinical outcomes but also responds to a crucial ethical imperative: to enrich the scientific understanding of "mental pathology" by integrating the first-person perspective, which is too often marginalized.