Specific Learning Disorders: From interventions in educational and rehabilitation contexts to psychotherapy according to the cognitive behavioural approach
Francesca Scortichini, Giacomo Stella
Clinical experience shows that for most children with a Specific Learning Disorder it is sufficient to receive a clear diagnosis accompanied by an adequate explanation of the disorder and the methods for bypassing the problem. Sometimes, however, the presence of a learning disorder may be a condition that is accompanied by great emotional pain in childhood and thus, may determine a pathological deviation of development, especially if other vulnerabilities in the history of the subject coexist (Luci & Ruggerini, 2010). In other cases, as a result of the diagnosis, children have to undergo speech therapy and/or rehabilitation programmes, which require a lot of effort, and this may contribute to a further increase in discomfort, especially if treatment goals are not shared and if motivational aspects are not taken into consideration. In cases with older children (at secondary school) or with more severe disorders, the problem can be bypassed using compensatory tools (Shavelson, Hubner & Stanton, 1976). In all these cases, certain techniques borrowed from the cognitive behavioural approach may be useful. This paper aims to provide some examples of applying them in the SLD area.
Keywords
Cognitive behavioural approach, Specific Learning Disorder, psychopathology, cognitive enrichment program, academic self.