Learning problems: comparison of literature with school referred children at the Newton Mental Health Center
Douglas, Elizabeth W.
Hall, Frances H.
Masse, Denise C.
McCabe, Merrilee R.
Schieffelin, Nancy J.
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Learning problems present major theoretical and practical issues for the field of mental health. This thesis represents an inquiry into the causes of learning problems in children. Relevant theoretical themes viewed in the literature were compared with data collected from case records of school referred children. Review of the literature on learning problems is presented and six major contributing factors are discussed. The research sample was obtained from 26 school-referred children in a follow up study conducted by a child guidance clinic. Children presenting organic deficiencies or psychosis were ruled out. Information relating to psychodynamic issues, family and peer relationships, and school performance was obtained from case records. This information is tabulated and analyzed and compared with the six factors found in the literature on learning problems. Relative significance of each factor is assessed. In this study, the inappropriate handling of aggressive impulses was found to be the most significant factor in problems in learning. Additional conclusions are offered. Research limitations are acknowledged; recommendations for further study are suggested.
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