GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
In this report we deal with one issue that came up in our work with groups of parents of children with learning disorders. Momentarily, we call them, Reflection Groups, while we seek to define more clearly the theoretical central axis to come up with a more appropriate name. During the meetings, the...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2006
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/4784 |
| Aporte de: |
| Sumario: | In this report we deal with one issue that came up in our work with groups of parents of children with learning disorders. Momentarily, we call them, Reflection Groups, while we seek to define more clearly the theoretical central axis to come up with a more appropriate name. During the meetings, the coordinators intend to dramatize symbolic offers from parents to their children. The focus on the learning disorders through the activation of the parents’ reflection processes, modifies the understanding of the problem. Although we considered them reflection groups, by analyzing our practice and the dynamics, we observed an inclination towards more therapeutic aspects. In this sense, the working hypothesis that each therapist builds demands a considerable mediation work to adequately point to a non therapeutic scheme. Promoting reflection processes in the parents opens elaborations processes and investment psychic that will later on put them in a better place for the symbolic offer to the children with restrictions in their symbolic production. |
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