Search results for ‘Subject term:"learning disabilities"’ Sort:
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The therapeutic process with children with learning disorders
- Author:
- PALOMBO Joseph
- Journal article citation:
- Psychoanalytic Social Work, 8(3/4), 2001, pp.143-168.
- Publisher:
- Taylor and Francis
Clinicians who work with children and adolescents with learning disorders must be aware of the relationships between the learning disorder and the psychopathology the children present. This article offers a conceptual framework, abused on psychoanalytic self psychology, to understand the modifications that are necessary in the treatment of this population. The author suggests that, in contrast to other approaches, it is not possible to conceptualise the treatment of these children as having a beginning, a middle, and an end. Rather, the therapeutic process is open-ended and conceived as occurring during a series of moments. The moments may be categorised as concordant, complementary, or disjunctive. During concordant moments a holding environment is created: during complementary moments the transference and countertransference is addressed; and during disjunctive moments the ruptures that inevitably occur during treatment are dealt with.
Early correlates of behavioural and emotional problems in children and adolescents with severe intellectual disabilities: a preliminary study
- Authors:
- HASTINGS Richard P., MOUNT Rebecca H.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.381-391.
- Publisher:
- Wiley
The parents of 188 children attending schools for those with severe learning difficulties completed the Developmental Behaviour Checklist (DBC), and a questionnaire asking for demographic details and information about present and early correlates. Hierarchical regression analyses were performed to explore whether potential early correlates from infancy could add to the prediction of behaviour problems from established correlates and diagnostic variables. Potential early correlates across all of the DBC domains did not add significantly to the prediction of behaviour problems. However, there were effects of sex, physical ability and diagnostic categories. A number of methodological factors are discussed in terms of how they impact on the results.
Exclusion still the norm for young disabled people
- Author:
- DOBSON Alex
- Journal article citation:
- Community Care, 6.09.20, 2001, pp.10-11.
- Publisher:
- Reed Business Information
Tackling social exclusion is the cornerstone of New Labour's policy on care. But a ground-breaking report from disability charity Scope reveals that disabled young people with high support needs are still being excluded from society.
Frameworks for resolving value conflicts in social work practice: a case study
- Author:
- FURMAN Rich
- Journal article citation:
- Australian Social Work, 54(1), March 2001, pp.81-90.
- Publisher:
- Taylor and Francis
This article discusses how two theoretical frameworks can be used in the analysis of conflict situations in social work practice. By viewing situations from the perspective of competing and differing values, social workers are able to come to respect the positions of those with whom they are in conflict. The respect that emanates from being empathic and validating towards another's values is crucial for negotiating resolution to difficult conflict situations.
Mission impossible?
- Author:
- GEORGE Mike
- Journal article citation:
- Community Care, 22.3.01, 2001, pp.28-29.
- Publisher:
- Reed Business Information
Looks at how a social worker dealt with a teenager with learning difficulties and attention deficit hyperactivity disorder.
Room to move: a book for parents of young people with learning disabilities leaving home
- Author:
- COWEN Alison
- Publisher:
- Pavilion,|Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 114p., bibliog.
- Place of publication:
- Brighton
Leaving home is a rite of passage which most young people take for granted. For young people with learning disabilities, the decision to leave home usually has to be taken in a more carefully planned way. The book looks at the practical and emotional issues involved when a young person leaves home to live independently of their family. The book draws on the experiences of parents and young people, showing how they cope during and after the move. There are practical tips for parents and also views from the people who are the focus of the book, the young people themselves.
Planning, teaching and assessing the curriculum for pupils with learning difficulties: general guidelines
- Author:
- QUALIFICATIONS AND CURRICULUM AUTHORITY
- Publisher:
- Qualifications and Curriculum Authority/Great Britain. Department for Education
- Publication year:
- 2001
- Pagination:
- 36p.
- Place of publication:
- London
These guidelines support the planning, development and implementation of the curriculum for pupils with learning difficulties. They draw on effective practice across a range of schools and can be used in mainstream and special primary schools, specialised schools and independent schools. They also provide support to the range of services that work with these schools.
Teenage chat lines
- Author:
- STEELE Pamela
- Journal article citation:
- Counselling and Psychotherapy Journal, 12(7), August 2001, pp.34-35.
- Publisher:
- British Association for Counselling and Psychotherapy
The author reviews a study, based in Barcelona, to show how 'chat' using IRC (Internet Relay Chat or synchronic communication via the Internet) at school can be useful as a tool to assess and assist adolescents with learning difficulties.
Developing a child and adolescent mental health service for children with learning disabilities
- Authors:
- GREEN Kath, et al
- Journal article citation:
- Psychiatric Bulletin, 25(7), July 2001, pp.264-267.
- Publisher:
- Royal College of Psychiatrists
Discusses the development of a service for children with learning disabilities within a child and adolescent mental health team using the Health Advisory Service Together We Stand tier system. The paper also includes an audit of the service 8 months after it was started. The audit suggests that the aims of the service are being achieved but given the fact that the numbers of new referrals significantly outweigh the discharge rate, it is concluded that a greater emphasis is placed on liaison, consultation and joint working with other agencies.
Social competence and peer interactions of students with intellectual disability in an inclusive high school
- Authors:
- CUTTS Sue, SIGAFOOS Jeff
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(2), June 2001, pp.127-141.
- Publisher:
- Taylor and Francis
Reports descriptive information on the relationship between social competence and the amount and type of peer interaction for nine adolescents with intellectual disability attending a regular high school in Australia. Each adolescent's social competence was assessed using the AAMR Adaptive Behaviour Scale School (2nd edn) (ABS-S:2). Naturalistic observations were conducted to obtain information on the amount and type of peer interaction. Data were analysed to determine the relationship between social competence and peer interactions. Found that social competence was not consistently correlated with the amount of peer interaction. Results from the naturalistic observations showed individual differences in patterns of peer who also had intellectual disabilities. These data suggest that social competence did not significantly influence the amount and type of peer interaction. Implications for facilitating peer interactions between adolescents with and without intellectual disability are discussed.