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: Lucero, Andrea, Hamuy, Érica
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2006
Materias:
Learning disorders
Groups of parents
Reflection processes
Dificultades en el aprendizaje
Grupo de padres
Proceso reflexivo
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/4784
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4784
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spelling I22-R128-article-47842023-06-21T21:55:08Z GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING GRUPOS PARA PADRES DE NIÑOS CON DIFICULTADES EN EL APRENDIZAJE Lucero, Andrea Hamuy, Érica Learning disorders Groups of parents Reflection processes Dificultades en el aprendizaje Grupo de padres Proceso reflexivo 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. En el presente escrito abordamos desde nuestra conceptualización y especificidad uno de los interrogantes surgidos a partir del trabajo con padres de niños con dificultades en el aprendizaje. Estamos buscando definir más claramente los ejes teóricos centrales para ofrecer una denominación mas apropiada para estos grupos. Por el momento, los hemos llamado grupos de reflexión. Durante los encuentros, los coordinadores procuran problematizar las ofertas simbólicas de los padres a sus hijos. La focalización en las dificultades de aprendizaje atravesadas por la activación de los procesos reflexivos en los padres, produce modificaciones en la comprensión del problema. Aunque los hemos considerado grupos de reflexión, al analizar nuestra práctica y la dinámica de funcionamiento, observamos que se producen deslizamientos hacia aspectos más terapéuticos. En este sentido, la formulación de las hipótesis de trabajo que cada terapeuta construye exige una considerable labor de mediaciones a fin de poder dar lugar a señalamientos adecuados a un encuadre no terapéutico. Favorecer la actividad reflexiva de los padres abre a procesos de elaboración y de investimiento psíquico que les permitirán a posteriori un mejor posicionamiento para la oferta simbólica a los niños, que presentan restricciones en su actividad representativa. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2006-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/4784 Pilquen Magazine. Psychopedagogy Section; Vol. 3 No. 1 (2006): Revista Pilquen Sección Psicopedagogía; 1-6 Revista Pilquen. Sección Psicopedagogía; Vol. 3 Núm. 1 (2006): Revista Pilquen Sección Psicopedagogía; 1-6 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/4784/61759 Derechos de autor 2004 Revista Pilquen. Sección Psicopedagogía http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Learning disorders
Groups of parents
Reflection processes
Dificultades en el aprendizaje
Grupo de padres
Proceso reflexivo
spellingShingle Learning disorders
Groups of parents
Reflection processes
Dificultades en el aprendizaje
Grupo de padres
Proceso reflexivo
Lucero, Andrea
Hamuy, Érica
GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
topic_facet Learning disorders
Groups of parents
Reflection processes
Dificultades en el aprendizaje
Grupo de padres
Proceso reflexivo
author Lucero, Andrea
Hamuy, Érica
author_facet Lucero, Andrea
Hamuy, Érica
author_sort Lucero, Andrea
title GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
title_short GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
title_full GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
title_fullStr GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
title_full_unstemmed GROUPS FOR CHILDREN'S PARENTS WITH DIFFICULTIES IN LEARNING
title_sort groups for children's parents with difficulties in learning
description 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.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2006
url https://revele.uncoma.edu.ar/index.php/psico/article/view/4784
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