ABSTRACT
Temos nos preocupado com a criança que não fala tentando colocar palavras em sua boca. Mas quanto mais as forçamos, mais firmemente suas bocas podem se fechar. Às vezes, nos colocamos em posição de ensinar a criança a falar. Por fim, reconhecemos que uma relação não se refere a palavras; trata-se do desejo de alcançar o outro, oferecer-se ao outro, para encontrar algum sentido em conjunto, para compreender quais são os obstáculos à formação de um bom relacionamento com os outros. As palavras da criança podem ser úteis em uma terapia, mas elas não são o ingrediente essencial. Este texto vai examinar as defesas autísticas em crianças com dificuldades alimentares, mantendo o foco na comunicação além das palavras.
We have worried about non-speaking children, and we have tried to put words in their mouths. However, the more we force them to speak, the more tightly closed their mouths may become. Sometimes we put ourselves in the position of teaching the child to speak. We finally realize a relationship is not a question of words; it is a one's wish to reach out to the other, to offer oneself to another, and to find some meaning together in order to understand what are the barriers to forming a good rapport with others. The child's words may be useful in the therapy (as well as talking to the child), but they may not be the essential ingredient. By focusing on communication beyond words, this paper will examine autistic defenses in children with feeding problems.
Nos hemos preocupado con el niño que no habla intentando poner palabras en su boca. Pero mientras más lo obligamos, más fuertemente se calla. A veces nos colocamos en una posición de enseñar al niño a hablar. Finalmente reconocemos que una relación no se refiere a palabras, se trata del deseo de alcanzar al otro, ofrecerse para encontrar algún sentido en conjunto, para comprender cuáles son los obstáculos para la formación de una buena relación con los otros. Las palabras del niño pueden ser útiles en una terapia, pero no son el ingrediente esencial. Este texto examinará las defensas autísticas en niños con dificultades alimenticias, manteniendo el foco en la comunicación más allá de las palabras.
ABSTRACT
Social inequality in adverse birth outcomes has been demonstrated in several countries. The present study examined the separate and joint effects of parental education and work in order to investigate the causal pathways of social class effects on adverse birth outcomes in Korea. The occurrence of low birth weight, preterm births, and intrauterine growth retardation was examined among 7,766,065 births in Korea from 1995 to 2008. The effect of social inequality, as represented by parental education and work, was examined against adverse birth outcomes using multivariate logistic regression after controlling for other covariates. Parental education had the most significant and greatest effect on all three adverse outcomes, followed by parental work and employment, which had lesser effects. For adverse birth outcomes, the gap between educational levels increased steadily in Korea from 1995 to 2008. Throughout the analysis, the effect of maternal manual work on adverse birth outcomes was apparent in the study results. Given this evidence of social inequality in education and employment, social interventions should aim at more in-depth and distal determinants of health.