Abstract
Many features of learning disability, including confusion in perceiving and processing information, an unpredictable course of development, and difficulties with social cueing, create chronic stressors for the disabled child and his family. Self-psychology is explored as a psychodynamic model with unique pertinence for understanding the potential intrapsychic effects of learning disability. Comparisons to drive and ego psychology models are made, and implications for intervention are suggested.
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Rosenberger, J. Self-psychology as a theoretical base for understanding the impact of learning disabilities. Child Adolesc Soc Work J 5, 269–280 (1988). https://doi.org/10.1007/BF00755391
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DOI: https://doi.org/10.1007/BF00755391