Young people with learning difficulties often have rigid modes of symbolization that hinder the deployment of imaginative processes in their symbolic productions (reading, speech, graphics, writing), and result in stereotyped ways of making sense, expressed in their copybooks during the group sessions of psychopedagogical treatment. The following article presents a research whose goal was to characterize the modes of symbolization of pubescents and adolescents through specific analysis of narrative and figurative spontaneous writings that was developed in the margins of their copybooks along the psychopedagogical treatment. Our purpose is to present conceptual and methodological tools that allowed describing different modalities of organizing temporality, linking affection and processing identificatory conflict in their productions.
Grunin, J., & Schlemenson, S. (2015). Imagination, narrative and figurability at youngster’s writing. Revista De Psicología, 24(1). https://doi.org/10.5354/0719-0581.2015.36712
Twitter