Linking theory and technique in a systems approach to learning problems in disadvantaged children

Area of Science:

• Child Psychology
• Educational Psychology
• Socio-cultural Studies

Background:

• Disadvantaged children often face learning challenges not linked to cognitive deficits.
• Limited subsidized services exist for scholastic skill remediation.
• Post-apartheid socio-cultural, family, and school systems impact learning.

Purpose of the Study:

• To describe a psycho-educational intervention program for children with learning problems.
• To explore the cognitive and emotional dimensions of learning difficulties.
• To highlight the role of systemic factors and emotional regulation in learning.

Main Methods:

• Collaborative program development between the University of Cape Town (UCT) Child Guidance Clinic and teacher trainees.
• Intervention targeting both cognitive and emotional aspects of learning.
• Conceptualizing learning problems within the context of dysfunctional systems.

Main Results:

• The program addresses complex learning problems by considering environmental and emotional factors.
• Emphasis on developing self-regulation and emotional containment within children, families, and schools.
• The intervention aims to enhance learning capacity relative to individual potential.

Conclusions:

• Addressing learning problems requires a holistic approach, integrating cognitive, emotional, and systemic factors.
• Emotional regulation and containment are crucial for successful learning.
• Interdisciplinary collaboration is vital for supporting children with learning difficulties.