As for the psychological intervention applied to improve the well-being of people, the sooner the problem to be treated is detected, the better. And this is probably more true than ever for the youngest, those going through a stage which, in many ways, will condition their development into adulthood.
And it is that childhood is a phase of life full of possibilities, and also full of potential vulnerabilities. Poor learning of language skills, for example, can end up weighing down a child’s chances in social and professional life. The same goes for all the psychological abilities involved in exercising in school.
For that, diagnosis of learning disabilities in childhood and adolescence is crucial; it is not for nothing that this is an area in which many psychologists specialize.
The importance of diagnosis in the face of learning disabilities
In a way, childhood constitutes a large part of our leeway to develop personally and professionally. It is clear that we can all change to some extent at any age (for some reason our brains are able to adapt to many environmental challenges throughout life), but we are especially sensitive. to what happens to us in the early years. of life, for better or for worse.
For that, spending years in school living without the help of the effects of a learning disability it is a very frustrating experience, which on the one hand prevents the child from learning a lot of content that will be very useful to him, and on the other hand generates a feeling of frustration and boredom during school hours and in study, which is fueling the negative effects of the disorder.
The problem is, this type of disorder can take many forms, and most are difficult to recognize at first by those who have no previous experience in the field of psychology. In addition, the child is sometimes criticized and blamed for the lack of academic progress, which makes the situation worse. But even at best, a learning disability that is not professionally treated will not prevent the person from becoming an adult with a good quality of life, but will help them achieve much less than they could have. be just in case. .
And this is it phenomena such as attention deficit hyperactivity disorder, dyslexia or dyscalculia they can lead a young person to believe that this is his real limit, that he will never be able to concentrate enough to do something profitable with his life, or that he will never be able to learn in depth all the wisdom contained in books. . These types of beliefs don’t just reflect the problem of school days; moreover, they mark and erode self-esteem in a very damaging way.
What do you need to do to make sure?
The best way to make sure that there is no psychological disorder that is hindering a child’s ability to learn is to consult psychotherapy professionals when signs are detected that something is wrong.
In some cases this can be a false alarm and there is no learning disability, but even in such situations it is good to have the help of psychologists as we also specialize in recognition non-pathological, but limiting, such as lack of motivation at school or identification with those who scorn their studies for the simple desire to be part of a group.
In other cases, there is a learning disability based in part on biological predispositions (not necessarily genetic) which, along with working in therapy sessions for children and adolescents, can give much less of a problem. The key in these cases is in know how to identify exactly what slows down the learning rate of the little one, And from there, offer personalized “trainings” to overcome these difficulties and reinforce other virtues of the little one, so that you use new paths to learn and not fall again and again into crippling frustration.
To do this, of course, it is necessary to have the necessary experience and tools to make a diagnosis of learning disabilities. For example, in our psychology center located in Barcelona, Psicotools, we carried out this symptom detection both psychology and neuropsychology, from which further diagnostic tests are performed and from which well-defined and effective rehabilitation programs can be promoted. If you want to contact us, you will see our contact details by clicking here.
- Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5, 192 – 214.
- Roca, E .; Carmona, J .; Boix, C .; Colomé, R .; Lopez, A .; Sanguinetti, A .; Car, M .; Without, A. (Coord.). (2010). Learning in childhood and adolescence: keys to avoiding school failure. Esplugues de Llobregat: Sant Joan de Deu Hospital.
- Sroubek, A., Kelly, M., Li, X. (2013). Inattention in Attention Deficit Hyperactivity Disorder. Neuroscience Bulletin. 29 (1): 103-10.