[Psychodiagnostics of learning disabilities (author's transl)]

Various procedures for psychodiagnosis of mentally disabled persons are critically described. Diagnostics and therapy are conceived as a process that should not be fragmented. Advantages and disadvantages of a rigidly structured diagnostic approach are discussed. The various possibilities for psychological examination of the learning disabled are accepted as a meaningful foundation for subsequent stimulation and therapy only if they include cooperation of the parents and the therapeutic or functional personnel. Anamnesis as well as observation and analysis of behaviour are emphasised as especially needed diagnostic tools. This is illustrated by means of the diagnosis of aggressive behavioural disorders in learning disabled included in a therapy group. The main emphasis in psychological management of the mentally disabled is placed on behavioural therapy. The author posits departure from its more orthodox methods, and suggests orientation towards Lazarus' model. The necessity for the therapist to be committed with his whole personality is regarded as fundamental to a community for diagnosis and therapy.