Separation issues among children presenting specific language impairments (SLI)
Assous, Adèle
Separation issues among children presenting specific language impairments (SLI) - 2016.
16
Specific language impairments (SLI), also called dysphasia, are when the normal modes of oral language acquisition are altered in the very first stages of a child’s development. These impairments have serious effects on the psychological and social development of the child. Such language impairments lead us to look at the period preceding the establishment of language, the moment when early bonds are forming, while the child is dealing with separation. Speaking to each other corresponds to drawing closer together, all the while confirming that there is no longer a fusion between the two individuals. We will explore the issues of individuation and separation with regard to language impairment by looking at representations of attachment. Indeed, after having reviewed the literature, it appears relevant to study the problems of separation in the creation of a storyline. The object of our longitudinal and prospective research was the narrativity and the attachment profiles of forty-seven dysphasic children, which we obtained using a test entitled “Stories of attachment to be completed.”
Separation issues among children presenting specific language impairments (SLI) - 2016.
16
Specific language impairments (SLI), also called dysphasia, are when the normal modes of oral language acquisition are altered in the very first stages of a child’s development. These impairments have serious effects on the psychological and social development of the child. Such language impairments lead us to look at the period preceding the establishment of language, the moment when early bonds are forming, while the child is dealing with separation. Speaking to each other corresponds to drawing closer together, all the while confirming that there is no longer a fusion between the two individuals. We will explore the issues of individuation and separation with regard to language impairment by looking at representations of attachment. Indeed, after having reviewed the literature, it appears relevant to study the problems of separation in the creation of a storyline. The object of our longitudinal and prospective research was the narrativity and the attachment profiles of forty-seven dysphasic children, which we obtained using a test entitled “Stories of attachment to be completed.”
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