The University Psychological Counseling Service (SCPA) «Never Alone» and Specific Learning Disorders (SLDs)
Cecilia Scorpilli, Maurizio Mattei, Paola Bastianoni, Elisa Malaguti
This paper analyzes the psychological consultation work carried out at the University Psychological Counseling Service (SCPA) «Da Soli Mai» («Never Alone») of the University of Ferrara with students diagnosed with Specific Learning Disorders (SLDs). The relevance of the topic lies in the growing body of literature highlighting the emotional and relational vulnerability associated with SLDs in higher education, as well as the risk of stigma, self-devaluation, and social withdrawal that may accompany the academic experience. The study is based on an integrated analysis of quantitative data drawn from the 2025-2026 Service Report and qualitative materials emerging from anonymized team intervision and clinical supervision sessions. Findings show that students with SLDs who access counseling primarily present feelings of inadequacy, performance anxiety, self-criticism, and identity-related difficulties, rather than requests strictly related to study methods. Psychological consultation emerges as a space of acknowledgment and meaning-making, supporting the integration of the diagnosis into students’ self-narratives and fostering a self-image less centered on deficit. The intervention model, sustained by a structured system of supervision and intervision, appears as a key element in promoting psychological well-being, academic integration, and the prevention of psychological distress.
Keywords
Specific Learning Disorders (SLDs), Academic psychological counseling, Psychological vulnerability, Academic adjustment, Internalized stigma, Self-esteem, Self-efficacy, Clinical supervision.
