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Neurocognitive differences, self cohesion, and incoherent self narratives

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Abstract

This paper attempts to develop a framework through which the concepts of neurocognitive delays or deficits (generally referred to as “learning disabilities”) may be integrated into psychodynamic theory. The impact of these delays or deficits on the developmental dialogue is discussed. The child who suffers from such delays or deficits experiences the world in a unique way forming representations that encode personal meanings. These meanings are integrated into self narratives that have elements of incoherence in them. The incoherences in the self narratives result in the absence of self cohesion.

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Authors and Affiliations

  1. Institute for Clinical Social Work, Chicago

    Joseph Palombo M. S. W. (Dean)

  2. Faculty, Child and Adolescent Psychoanalytic Therapy Program, Chicago Institute for Psychoanalysis, Chicago, USA

    Joseph Palombo M. S. W. (Dean)

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  1. Joseph Palombo M. S. W.
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Faculty, Continuing Education and Certificate Program, Smith College School for Social Work; in private practice.

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Palombo, J. Neurocognitive differences, self cohesion, and incoherent self narratives. Child Adolesc Soc Work J 8, 449–472 (1991). https://doi.org/10.1007/BF00755234

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