DOING SPEECH THERAPY IN THE CURRENT ERA. IS THE LANGUAGE TAUGHT?

Abstract

Through this work, we propose to review the speech therapy best practices from the paradigm of complexity. This involves rethinking therapeutic interventions that include counseling, prevention, diagnosis and treatment. The conceptual background from which communication and language problems are considered will determine the interventions.

The families and their children who come seeking professional advice show us the struggles, the difficulties in language development and communication.

We think about the language problems focusing on the child’s symptomatology only, or are they embedded in a family, social, cultural and epochal dynamic? From this point of view we ask ourselves; Is language a subject that can really be taught?

The way we position ourselves when faced with these questions will guide the type of interventions we offer. We propose a unique, humanizing approach that fosters the adult-child encounter, promoting situations, experiences and spaces that facilitate the language’s donation that will allow the child to build and own it as an active user of such.

Through clinical vignettes we will articulate clinical observables, exposure to technology at an early age, family orientation, diagnosis and interventions.

We will partake experiences from our practice, both in secondary and primary prevention and health promotion in communication and language in early childhood. This will be made possible by emphasizing to the community the importance of not seeking to teach or stimulate but rather to provide the language in everyday life valuing the bond and adult scaffolding in a loving and desiring encounter.