Late language acquisition and separation difficulties in the young child: Theoretical and technical implications

Separation anxiety in 3- to 5-year-old boys is often associated with langua ge and affective disorders but the treatment of these children is quite pro blematic. In the beginning, the therapist is faced with the difficulty of h aving to work simultaneously with the mother and child. This may, however, not be enough. The therapist and his co-workers must often make special arr angements which are discussed and adapted to fit each case. When treatment progresses favorably, these children's speaking abilities de velop rapidly. This clarifies the possible link between the separation-indi viduation process and the development of language and of affective control. These boys seem to prove that separation anxiety is primarily a symptom th at should be understood as an element of other disorders. Because of the ri sk of long-term evolution toward mental retardation, therapists must active ly engage in the treatment of these children.