MAKING SENSE IN CONVERSATIONS ABOUT LEARNING DISABILITIES

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 problemati...

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Bibliographic Details
Published in:Journal of marital and family therapy, Vol. 27, No. 4 (2001), p. 0
Main Author: Trimble, David (Author)
Format: electronic Article
Published: Oxford, UK : Blackwell Publishing Ltd 2001
ISSN:1752-0606
Physical Description:Online-Ressource
DOI:10.1111/j.1752-0606.2001.tb00341.x
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520 |a 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 artical 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. 
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