Trad P V
Cornell University Medical Center, White Plains, New York.
J Am Acad Child Adolesc Psychiatry. 1992 Jul;31(4):581-92. doi: 10.1097/00004583-199207000-00001.
The narratives of preschool children differ from the narratives of adults in several respects that are of clinical relevance. First, children's narratives reflect their immersion in the sensory dimensions of experience. Second, children use distinctive forms of language. Third, although the child's memory capacities are comparable with those of the adult, the child's proximity to the pivotal interpersonal events of early life leads to the forceful insinuation of these events into the narrative. Fourth, during the preschool years certain behaviors associated with defensive operations, previously used to achieve adaptive developmental goals, may now be used pathologically to disguise the presence of conflict. Fifth, during play situations, children rely heavily upon symbolic fantasies to enact key experiences. Sixth, the distinction between appearance and reality has not yet consolidated for young children. Seventh, although children are avid storytellers who generate "scripts" with elaborate characters and plots, their ability to engage in symbolic thought is still undergoing maturational change. The unique developmental features of childhood narrative warrant the use of specific strategies to effect diagnosis and treatment.
学龄前儿童的叙述在几个具有临床相关性的方面与成人的叙述有所不同。首先，儿童的叙述反映了他们沉浸于体验的感官维度。其次，儿童使用独特的语言形式。第三，尽管儿童的记忆能力与成人相当，但儿童与早期生活中关键人际事件的亲近关系导致这些事件有力地融入叙述之中。第四，在学龄前阶段，某些与防御性操作相关的行为，以前用于实现适应性发展目标，现在可能会被病态地用于掩盖冲突的存在。第五，在游戏情境中，儿童严重依赖象征性幻想来演绎关键经历。第六，幼儿尚未巩固表象与现实之间的区别。第七，尽管儿童是热衷于讲故事的人，会创作具有精心设计的角色和情节的“脚本”，但他们进行象征性思维的能力仍在经历成熟变化。儿童叙述的独特发展特征使得有必要采用特定策略来进行诊断和治疗。
