Making Sense in Conversations About Learning Disabilities

Abstract

This article describes an integrative, multisystem clinical approach to the psychological and relational problems that develop around learning disabilities. Positioned in relationships with children, families, and schools, the therapist addresses the emotions, interpersonal conflicts, and problematic beliefs that contribute to problems. Using clinical skills to contain and relieve painful emotions, the therapist soothes "inflammation at the boundaries" of relationships among children, families, and schools, depolarizing conflicts within and between systems. Familiar with developmental and educational psychology and developmental neurobiology, the therapist makes this specialized knowledge intelligible to children, families, and teachers. This article describes two specific methods, the chart of strengths and weaknesses and the map of learning functions, which facilitate communication of specialized knowledge about children with learning disabilities. The therapist uses expert knowledge to help members of the treatment system transform blaming, helpless, or hopeless interpretations of the problem into more hopeful constructions, which support healthy development.

Prevention and Intervention: Using Resiliency-Based Multi-Setting Approaches and a Process-Orientation

“…Professionals across many disciplines have begun to construct resiliency-based programs that address multiple settings (Borduin et al, 1995;Boyd-Franklin, 1995;Campbell, 1990;Freund & Cardwell, 1977;Liddle & Hogue, 2000;Miller, London, & Prinz, 1991;McIntyre, Carr, Lawlor, & Flattery, 2000;Trimble, 2001;Wood, 1995). Providing intervention focused across settings offers more opportunity to create supportive, protective environments for children that will facilitate their development and decrease risk.…”

“…Multi-setting interventions have been reported to be successful in positively impacting children's outcomes (Comer, 1995;Durlak, 1998;Ghosh Ippen, 1999;Liddle & Hogue, 2000). Many of the multi-systemic approaches have been based in therapeutic settings and have provided moderate success in reducing risk and improving some aspects of children's developmental outcomes (Liddle & Hogue, 2000;Miller et al, 1991;Trimble, 2001;Wood, 1995). Successful programs reviewed by Miller, Brehm, and Whitehouse (1998) included the Child Development Program (Battistich, Solomon, Watson, & Schaps, 1997) and the Families and Schools Together program (FAST Track, Conduct Problems, Prevention Research Group, 1992).…”

Learning Disabilities and Behavior Problems

“…These behavior problems are understood as the product of a complex association among cognitive and experiential factors (Cohen, 2001;Osman, 2000;Palombo, 2001a;Silver, 1989). Effective management requires therapists and parents to be aware of the contributing factors (Cohen, 2001;Dane, 1990;Palombo, 2001a;Silver, 1992;Trimble, 2001).…”

“…Several sources mention the importance of assisting the parents through a mourning process in order to accept the diagnosis of LD (Dane, 1990;Palombo, 2001a;Zieglar & Holden, 1988). It is also considered important to educate parents about the LD and its implications for the child's functioning (Dane, 1990;Osman, 1997;Palombo, 2001a;Palombo & Berenberg, 1999;Roth & Weller, 1985;Silver, 1989Silver, , 1992Trimble, 2001). Palombo (2001a) comments that parents usually experience considerable relief when they finally obtain the information that allows them to make connections between problem situations and the child's specific cognitive deficits.…”

The family therapy journals in 2001: a thematic review

“…There were, for instance, some articles that described a solution-focused approach to childhood disability (Coles, 2001) and a multi-systemic approach to families where one member has a learning disability (Trimble, 2001). It was however in the literature related to substance misuse that the family therapy journals really blossomed.…”