“I’m Not the Only One!” Group Therapy with Older Children and Adolescents Who Have Learning Disabilities

Children and adolescents with learning disabilities (LD) are vulnerable to psychosocial difficulties. Both the detrimental impact of LD on social adjustment and the significance of peer relations for developmental needs make group therapy a natural intervention. Despite modifications that are required due to their cognitive deficits, many students with LD fit the criteria and can benefit from group psychotherapy. In this paper, a model of group therapy for older children and adolescents with LD is presented. The approach is informed by a combination of self psychology, mutual aid, and interpersonal group therapy. The leaders use special techniques to accommodate the LD and to foster the group process. Examples are presented to illustrate the approach.

Learning disabilities and bullying: double jeopardy

Independently, learning disabilities (LD) and involvement in bullying each pose a risk for social, emotional, and behavioral problems. Based on the research to date and on the characteristics common to children with LD and children who are bullied, there is reason to believe that children with LD are at increased risk of victimization. However, there is little research on the relationship between LD and bullying. This article presents factors and characteristics that make children and youth with LD vulnerable to bullying. Risk factors and effects of bullying are reviewed. Implications for practice and research are discussed.