ISSN: 2578-5095
Authors: Dotta P* and Feijó LP
Objective: To understand motives for the learning difficulties of a child with a history of school failure and its relationship with family bonding and yet to apply a neuropsychopedagological intervention. Methodology: it’s characterized by a trial of clinical case with qualitative, exploratory and longitudinal approach. The clinical interpretation was performed through observation, in light of psychoanalytical theory. Were used as instruments: ludic diagnostic interview, the intelligence exam Wechsler Scale Intelligence Test for children WISC-IV, the children’s narratives MacArthur Story Stem Battery, the questionnaire Child Behavior Checklist CBCL (Teachers Version-TRF Teacher Report Form, and the H-T-P test: Home-Tree-Person). Projective design technique. Results: the contestant is 13 years old, and presents severe learning difficulties. Worth mentioning is the presence of psychological suffering, predominantly permeated by internalizing symptoms: anxiety and depression. There are indicators of cognitive commitment, although academic performance is satisfactory. The participant presents parental representations without indicators of affection, protection and help. And weaknesses in his personality structure are evidenced. Discussion: the cognitive deficit of the participant may be a symptom of a family arrangement that is not satisfying to the child’s needs. This study suggests binding frailty could be triggering psychological suffering that is disturbing cognitive development. The neuropsychopedagological intervention has enabled the family rescue and reorganization of the bonds, the potentiation of cognitive abilities as the verbal understanding of the student and assured him that the school provides him with an affective and welcoming listening, in the face of fragile family relationships.
Keywords: Psychoanalytical Theory; Child Behavior; Anxiety; Depression; Cognition
