Learning Disabilities and Script
The Brain Suggests, the Environment Predisposes, and the Individual Decides
Bibliographic Data
| ID | 20177594 |
|---|---|
| Authors | Véronique Sichern (corresponding author) |
| Year | 1995 |
| Volume | 25 |
| Issue | 3 |
| Pages | 259-264 |
| Publication date | 1995-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Transactional Analysis Journal (JOURNAL) |
| Journal identifiers | ISSN: 0362-1537 • E-ISSN: 2329-5244 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1177/036215379502500312 |
| OpenAlex | W2573809749 |
| Language | EN |
| References cited | 2 |
This article describes a Belgian transactional analyst's practice with adolescents and adults who present with learning problems. The author shows how learning disabilities can be linked to script and can induce a person to succeed in not learning rather than to not succeed in learning. The task of the therapist is to reconcile the client with self and surroundings and to give the permissions needed. More than removing a symptom and more global than a simple (re)education technique, it involves self-reflection and making sense of one's experience
Cognitive psychology · Developmental psychology · Epistemology · Learning disability · Transactional analysis · Computer Science · Personality Disorders and Psychopathology · Psychology · Psychotherapy Techniques and Applications · Social Psychology · Transactional Analysis in Psychotherapy
| Citation velocity | historical |
|---|---|
| Highly cited | No |