The Successful The Successful University StudentUniversity Student

Being a Student on Being a Student on CampusCampus

Safety and securitySafety and security

Social RoleSocial Role

As Defined by Sociologist Talcott ParsonsAs Defined by Sociologist Talcott Parsons

A Social Role may be defined as a socially A Social Role may be defined as a socially expectedexpected pattern…pattern…

of behaviours, of behaviours, responsibilities, responsibilities, expectations, expectations, and privileges.and privileges.

Roles Powerfully Impact Roles Powerfully Impact Upon:Upon:

Image in eyes of others ~ status & Image in eyes of others ~ status & reputationreputation

Image in own eyes ~ self-imageImage in own eyes ~ self-image Acceptance and belonging Acceptance and belonging Associations and relationshipsAssociations and relationships Autonomy and freedomAutonomy and freedom Personal growth and developmentPersonal growth and development OpportunitiesOpportunities Material side of lifeMaterial side of life LifestyleLifestyle

Breakdown in PathwaysBreakdown in Pathways

General way of explaining what a General way of explaining what a learning disability is - breakdown learning disability is - breakdown or slowdown of pathways that or slowdown of pathways that process, interpret, express process, interpret, express informationinformation

Learning Disabilities:Learning Disabilities:A new definition A new definition

Learning Disabilities Association Learning Disabilities Association of Ontario (LDAO)of Ontario (LDAO)

20012001

““Learning Disabilities” refers to a Learning Disabilities” refers to a variety of disorders that affect the variety of disorders that affect the

acquisition,acquisition,retention,retention,

understandingunderstandingorganizationorganization

or use of or use of

verbal and/or non-verbal verbal and/or non-verbal informationinformation

These disorders result from These disorders result from impairments in one or more impairments in one or more psychological processes related to psychological processes related to learning, learning,

in combination with otherwise in combination with otherwise average abilities essential for average abilities essential for thinking and reasoning.thinking and reasoning.

““Psychological Processes” - An Psychological Processes” - An evolving list that has focused on evolving list that has focused on functions such as:functions such as:

phonological processingphonological processing memory and attentionmemory and attention processing speedprocessing speed

Learning disabilities are specific Learning disabilities are specific not global impairments and as not global impairments and as such are distinct from intellectual such are distinct from intellectual disabilities.disabilities.

Learning disabilities range in Learning disabilities range in severity and invariable interfere severity and invariable interfere with the acquisition and use of one with the acquisition and use of one or more of the following important or more of the following important skills:skills:

Oral language (e.g., listening, speaking, Oral language (e.g., listening, speaking, understanding)understanding)

Reading (e.g., decoding, comprehension)Reading (e.g., decoding, comprehension) Written language (e.g., spelling, written Written language (e.g., spelling, written

expression)expression) Mathematics (e.g., computation, problem Mathematics (e.g., computation, problem

solving)solving)

Learning disabilities may also Learning disabilities may also cause difficulties with cause difficulties with organizational skills, social organizational skills, social perception and social interaction.perception and social interaction.

The impairments are generally life-The impairments are generally life-long.long.

However, their effects may be However, their effects may be expressed differently over time, expressed differently over time, depending on the match between depending on the match between the demands of the environment the demands of the environment and the individual’s and the individual’s characteristics.characteristics.

Common Elements Common Elements Regardless of DefinitionRegardless of Definition

Neurological dysfunctionNeurological dysfunction Uneven growth pattern and Uneven growth pattern and

psychological processing deficitspsychological processing deficits Difficulty in academic and learning Difficulty in academic and learning

taskstasks Discrepancy between achievement Discrepancy between achievement

and potentialand potential Exclusion of other causesExclusion of other causes

Now we have a sense of what Now we have a sense of what a LD isa LD is

How do we assess one?How do we assess one?

The Family as a SystemThe Family as a System

All members of the “system” All members of the “system” affect, and are affected by, other affect, and are affected by, other members of the systemmembers of the system

““non-linear cause and effect” for non-linear cause and effect” for what happens within the systemwhat happens within the system

Parental Reactions/Stages of Parental Reactions/Stages of AcceptanceAcceptance

ShockShock DisbeliefDisbelief DenialDenial AngerAnger Bargaining Bargaining Acceptance Acceptance

Introduction of a Introduction of a “Vulnerable Child” into the “Vulnerable Child” into the FamilyFamily

Potential Parental Issues: Potential Parental Issues: denialdenial guiltguilt angeranger shameshame confusion confusion fear, worry about the futurefear, worry about the future

Introduction of a Introduction of a “Vulnerable Child” into the “Vulnerable Child” into the FamilyFamily

Potential Parental Reactions:Potential Parental Reactions: OverprotectionOverprotection DisengagementDisengagement ConflictConflict Realistic Adaptation and ProactivityRealistic Adaptation and Proactivity

Introduction of a Introduction of a “Vulnerable Child” into the “Vulnerable Child” into the FamilyFamily

Potential Issues with SiblingsPotential Issues with Siblings feeling “left out”, ignoredfeeling “left out”, ignored shameshame anger, resentment (toward parents, anger, resentment (toward parents,

sibling with LD)sibling with LD) guiltguilt

Introduction of a Introduction of a “Vulnerable Child” into the “Vulnerable Child” into the FamilyFamily

Potential Reactions of Siblings:Potential Reactions of Siblings: OverprotectionOverprotection DisengagementDisengagement ConflictConflict Realistic Adaptation and MutualityRealistic Adaptation and Mutuality

Preview Social Emotional Preview Social Emotional Aspects of Learning Aspects of Learning DisabilitiesDisabilities

Proportion of Adults with LD who Proportion of Adults with LD who also have Social-Emotional Concernsalso have Social-Emotional Concerns

What May Cause Social-Emotional What May Cause Social-Emotional Concerns in Individuals with LDConcerns in Individuals with LD Primary Social DisabilityPrimary Social Disability ShameShame Family System VariablesFamily System Variables

Treatment ImplicationsTreatment Implications

What Proportion of Adults What Proportion of Adults with LD Require with LD Require Counselling Support?Counselling Support?

Estimates vary, but based on research Estimates vary, but based on research and clinical experience, we estimate and clinical experience, we estimate that that

20--25% need significant degree of 20--25% need significant degree of social-emotional intervention.social-emotional intervention.

Additional 20--25% could benefit from Additional 20--25% could benefit from mild degree of intervention/ supportmild degree of intervention/ support

Why Social-Emotional Why Social-Emotional DifficultiesDifficulties

Primary “Social Disability”Primary “Social Disability”

Secondary effect of the LD: Secondary effect of the LD: Feelings of shame affecting self-Feelings of shame affecting self-image and self-esteemimage and self-esteem

““Learned Helplessness” - Family and Learned Helplessness” - Family and School EnvironmentSchool Environment

Primary Social DisabilityPrimary Social Disability

Difficulties at the input, Difficulties at the input, integration, or output level(s) of integration, or output level(s) of information processinginformation processing

Attention and social perceptionAttention and social perception Language processingLanguage processing Impulsivity and lack of reflectivity Impulsivity and lack of reflectivity

Why/How do Feelings of Why/How do Feelings of Shame Develop?Shame Develop?

Not living up to an idealized Not living up to an idealized standardstandard

Perceived failure despite effortPerceived failure despite effort Stigma of LD labelStigma of LD label Invisibility of LDInvisibility of LD Family System VariablesFamily System Variables

How Can Shame Manifest How Can Shame Manifest in Adults with LDs?in Adults with LDs?

Lack of trustLack of trust AngerAnger IsolationIsolation BravadoBravado Reluctance to Take RisksReluctance to Take Risks Reluctance to Seek HelpReluctance to Seek Help

Implications for SupportImplications for Support

If social difficulties are due to Primary If social difficulties are due to Primary Social Disability,Social Disability, Teach social skills, provide opportunities Teach social skills, provide opportunities

for positive peer interactionfor positive peer interaction If social difficulties are due to Feelings If social difficulties are due to Feelings

of Shame related to the LD,of Shame related to the LD, Individual counsellingIndividual counselling Re-evaluate the teaching/learning Re-evaluate the teaching/learning

environmentenvironment

Implications for Support, Implications for Support, cont’dcont’d

If social difficulties are due to issues If social difficulties are due to issues in Family Relationships,in Family Relationships, Consider family counselling to deal Consider family counselling to deal

with unresolved problemwith unresolved problem

Often, the social-emotional Often, the social-emotional concerns are due to a combination concerns are due to a combination of factors and may require a of factors and may require a combination of treatment strategiescombination of treatment strategies