Yehuda Na'ama
J Trauma Dissociation. 2005;6(1):9-29. doi: 10.1300/J229v06n01_02.
Three case studies of inner-city elementary school children illustrate the connection between speech-language disorders and dissociative disorders in children who have known or suspected trauma histories. The role of speech language pathologists in identifying and responding to dissociative symptoms in children is explored. Lack of adequate training concerning the impact of trauma and scarce literature on the communication profiles of dissociative children contributes and greatly impacts the diagnosis, referral, and treatment of these children. The case studies demonstrate how unusual speech and language symptoms and awareness of dissociative features may aid in identifying trauma-related problems and instituting effective treatment. Grounding techniques and specific language interventions can assist children in acquiring the vocabulary needed for communicating both their daily experiences and traumatic histories. The nature of the relationship between dissociation and communication disorders is explored, and the importance of future research, interdisciplinary collaboration, and trauma training in the speech-language curriculum is emphasized.
三个关于市中心区小学儿童的案例研究，说明了有已知或疑似创伤史的儿童中言语语言障碍与分离性障碍之间的联系。探讨了言语语言病理学家在识别和应对儿童分离性症状方面的作用。关于创伤影响的培训不足以及关于分离性儿童沟通特征的文献稀缺，这对这些儿童的诊断、转诊和治疗产生了影响并带来了极大的阻碍。案例研究表明，不寻常的言语和语言症状以及对分离性特征的认识，可能有助于识别与创伤相关的问题并开展有效的治疗。基础技巧和特定的语言干预可以帮助儿童掌握用于交流日常经历和创伤史所需的词汇。探讨了分离与沟通障碍之间关系的本质，并强调了未来研究、跨学科合作以及言语语言课程中创伤培训的重要性。
