Family systems and learning problems: a treatment model.
The article discusses family psychotherapy and the therapy of learning disabilities as a unique treatment approach, in which educational therapy became an integral part of the family treatment process. Often a child's learning problem, perceived by the parents as the sole or major family disturbance...
| Publicado en: | Social Casework Vol. 59; no. 10; pp. 579 - 588 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Alliance for Children & Families
Dec78
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=15401354&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 15401354 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00377678 M9G jtl: Social Casework issn: 00377678 maglogo: N pubinfo: dt: Dec78 vid: 59 iid: 10 pid: 173 pub: Alliance for Children & Families artinfo: ui: 15401354 10.1177/104438947805901001 ppf: 579 ppct: 9 formats: tig: atl: Family systems and learning problems: a treatment model. aug: au: Haufrecht, Betty Mitchell, Celia affil: Director, Educational Therapy Department, Jewish Board of Family and Children's Services, New York, New York. Director, Family Psychotherapy Unit, Jewish Board of Family and Children's Services, New York, New York. su: Family psychotherapy Learning disabilities Educational psychology Behavior disorders in children Dysfunctional families Marital conflict sug: subj: Family psychotherapy Learning disabilities Educational psychology Behavior disorders in children Dysfunctional families Marital conflict ab: The article discusses family psychotherapy and the therapy of learning disabilities as a unique treatment approach, in which educational therapy became an integral part of the family treatment process. Often a child's learning problem, perceived by the parents as the sole or major family disturbance, spurred a family to seek help. At other times a learning dysfunction was uncovered and clarified in the course of a treatment process initiated because of other family stresses. Although theoretically understood to be multi-determined, learning difficulties and related behavioral problems were generally viewed as psychogenic in origin or school-related, except in cases of gross obvious deficiencies. Many learning and related difficulties were modified or eliminated while working through family conflicts, particularly marital conflicts and their subversion of parenting roles. As a result of advances in knowledge contributed by pediatricians, neurologists, and learning clinicians, it had been becoming more evident that many types of learning dysfunction were not being recognized or treated differentially by psychotherapists. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1978 holdings: @attributes: islocal: N |
|---|