{"id":345575,"date":"2022-05-05T09:00:00","date_gmt":"2022-05-05T09:00:00","guid":{"rendered":"https:\/\/ora-visio.com\/speech-and-language-therapy-remediation-focus-on-the-dynamics-of-the-relationship\/"},"modified":"2022-05-05T09:00:00","modified_gmt":"2022-05-05T09:00:00","slug":"speech-and-language-therapy-remediation-focus-on-the-dynamics-of-the-relationship","status":"publish","type":"post","link":"https:\/\/ora-visio.com\/en\/speech-and-language-therapy-remediation-focus-on-the-dynamics-of-the-relationship\/","title":{"rendered":"Speech and Language Therapy Remediation: Focus on the Dynamics of the Relationship"},"content":{"rendered":"

The boundary between speech and language therapy and psychotherapy has always been described as porous: indeed, speech and language therapy involves psychological phenomena<\/strong>, both at the level of language and at the level of the relationship that forms between the professional and the child. This relational dynamic plays out within two therapeutic frameworks<\/strong>: the Relational Pedagogy of Language (PRL) and Language and Communication Therapy (TLC).<\/p>\n

The Relational Pedagogy of Language (PRL)<\/h2>\n

Behind the PRL theory<\/a> is Claude Chassagny<\/strong>, a schoolteacher devoted to dyslexic children. Despite the contribution of technique, he observed that some difficulties would freeze while others would shift. From this, he chose to give the relationship priority in remediation<\/strong>. Sitting at the crossroads of pedagogy, linguistics, and psychoanalysis, his approach speaks to any professional<\/strong> who questions the meaning of their work<\/strong>: educators, psychomotor therapists, social workers, speech and language therapists…<\/p>\n

For its creator, the PRL process unfolds in 3 stages:<\/p>\n