Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Language as an Exclusive or Inclusive Concept: Reaching beyond the verbal

Language as an Exclusive or Inclusive Concept: Reaching beyond the verbal Language is a primary means by which practices of inclusion and exclusion are determined in our society. As language is also the primary medium of most narrative family therapies, the politics of our practices with regard to inclusion and exclusion require examination, particularly when working with children for whom language is neither a strength nor a preferred processing mode. In this paper, some young people showing language‐based learning difficulties will be introduced. Children's experiences with oppression and colonization will then be briefly considered, followed by the particular experiences of children showing language‐based learning difficulties. The interrelationship between language, social‐emotional development and social competence will be considered and ways to ‘scaffold’ these children during the therapy process to facilitate their inclusion will be addressed. Throughout the discussion, the implications for narrative family therapists will be explored as we consider whether our fascination with language is wielded in inclusive or exclusive ways and whether we can competently reach beyond the verbal in our practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian and New Zealand Journal of Family Therapy Wiley

Language as an Exclusive or Inclusive Concept: Reaching beyond the verbal

Download PDF
10 pages

Loading next page...
 
/lp/wiley/language-as-an-exclusive-or-inclusive-concept-reaching-beyond-the-BhDTlOoIBw

References (7)

Publisher
Wiley
Copyright
© 1995 Australian Association of Family Therapy
ISSN
0814-723X
eISSN
1467-8438
DOI
10.1002/j.1467-8438.1995.tb01044.x
Publisher site
See Article on Publisher Site

Abstract

Language is a primary means by which practices of inclusion and exclusion are determined in our society. As language is also the primary medium of most narrative family therapies, the politics of our practices with regard to inclusion and exclusion require examination, particularly when working with children for whom language is neither a strength nor a preferred processing mode. In this paper, some young people showing language‐based learning difficulties will be introduced. Children's experiences with oppression and colonization will then be briefly considered, followed by the particular experiences of children showing language‐based learning difficulties. The interrelationship between language, social‐emotional development and social competence will be considered and ways to ‘scaffold’ these children during the therapy process to facilitate their inclusion will be addressed. Throughout the discussion, the implications for narrative family therapists will be explored as we consider whether our fascination with language is wielded in inclusive or exclusive ways and whether we can competently reach beyond the verbal in our practice.

Journal

Australian and New Zealand Journal of Family Therapy – Wiley

Published: Sep 1, 1995

There are no references for this article.