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Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.

Thesis (M.S.)--Boston University / The purpose of this study is to ascertain whether the learning difficulties of the child with normal or superior intellectual capacity are related to the mother's emotional problems; further, whether the problems of the mothers studied have a common element; and, finally, whether any general conelusions can be drawn for treatment of mothers whose children have school learning problems . In this study school learning problems are cases where either the child is repeating a grade or is having a difficult time keeping up with his class . The study is based upon an examination of closed cases at the Douglas A. Thom Clinic for Children, Inc., Boston, Massachusetts where the referral problem of the child was that of a learning dirficulty. An examination of the mother- child relationship in these cases may be meaningful in deriving a hypothesis around this problem. Such an examination may be further useful in planning the casework technique or treatment with mothers whose children have such learning problems.

Background: The role of foster carer is a complex and emotionally demanding one. This is particularly true in the presence of difficult behaviour which can, at times, leave the foster carer feeling overwhelmed and increases the risk of placement breaking down. It is therefore important to find ways to support foster carers. The present study sought to explore the lived experience of foster carers caring for children who presented with difficult to manage behaviour, with consideration given to their attachment characteristics. Aim: The primary aim of this study was to generate a grounded theory of foster carers’ experience of caring for a child who presents with difficult to manage behaviour, in order to inform supports. Method: The study adopted a qualitatively driven mixed methods design (QUAL+quan). Grounded theory (Glaser & Strauss, 1967) was used as the primary component. Eight female foster carers, with either past or present experience of caring for a child who they felt presented them with difficult to manage behaviour, were interviewed. Interviews were recorded and transcribed. Adult attachment data was gathered to elaborate and enhance the interpretation of the foster carers’ narratives. Foster carer’s attachment characteristics were measured using The Relationship Scales Questionnaire (RSQ: Griffin & Bartholomew, 1994), and the presence of behavioural difficulties were confirmed using the Assessment Checklist for Children (ACC: Tarren-Sweeney, 2007). Results: A core category emerged from the grounded theory analysis (‘Making Sense’) in addition to five main categories (‘Personal Impact’, ‘What Helps’, ‘What Makes it Difficult’, ‘Responding’ and ‘The Relationship’). The overarching theme to emerge from the research was the influence foster carer’s level of reflection and understanding of the behaviour (their mentalizing capacity) had on their experience of the child’s difficult behaviour, which appeared to relate to their attachment characteristics in addition to a number of internal and external factors. Consideration is given to the psychological process that emerged from the categories generated from the foster carers’ narratives, and the consequent proposed ground theory. Conclusions: The findings confirm the complexity of the foster caring role, and suggest the positive impact foster carer’s reflective stance can have on their experience of difficult behaviour in the child they care for. Research strengths and limitations are discussed, in addition to clinical practice and research implications.

Magister Artium (Psychology) - MA(Psych) / Background: The acquisition of numerical competency is imperative for individuals in society for quality of life and economic well-being. Many children have significant mathematical learning difficulties, this is known as dyscalculia. The prevalence rate for dyscalculia ranges between 3.5%–6.5% of the school-age population. Primary studies report on interventions for children presenting with dyscalculia, however it is difficult to compare these studies without a systematic approach to an evaluation for methodological rigor. Aim: To systematically review available literature of interventions for children presenting with dyscalculia in primary schools in order to provide an evidence base of filtered information assessed for methodological rigor and coherence. Method: The study evaluated literature from 2004 to 2014 that report on interventions for primary school children presenting with dyscalculia. Studies that were included in the review were only full-text, English articles published within the specified timeframe reporting on the focus of the study. University of Western Cape databases were accessed for literature for inclusion in the study. The studies were assessed at title, abstract and full text levels for quality based on the inclusion and exclusion criteria. Meta-synthesis of included texts was conducted incorporating it with the RE-AIM framework. Permission to conduct the proposed study was obtained from relevant Ethics Committee at the University of the Western Cape. Plagiarism was avoided by acknowledging other people's work and collaboration was taken into consideration as the review entailed working with paired reviewers. Findings: The findings in the studies provide a base of effective interventions that can be used in the school setting in different domains and levels such as individually, holistically or through various instructions for children presenting with dyscalculia / Government of Botswana, Department of Tertiary Education and Finance

Syfte: Syftet med studien är att belysa hur matematiklärare på högstadiet ser på elever i matematiksvårigheter och sin roll i arbetet med dessa elever.  Frågeställningar:        - Hur ser några lärare på högstadiet på elever i matematiksvårigheter?         - Hur säger lärare på högstadiet att de arbetar med elever i matematiksvårigheter?        - Vad grundar lärare på högstadiet sitt arbete med elever i matematiksvårigheter på?  Metod: En kvalitativ studie där det empiriska materialet är insamlat genom semistrukturerade intervjuer. Slutsatser: Studien visar att lärare har ett kategoriskt perspektiv i synen på vem eleven i svårigheter är. Varför eleven är i matematiksvårighetersvårigheter, sågs som någon annans fel. Där även lösningen var någon annan än dem själv, i form av mer resurser. Resultatet visar även att eleverna i matematiksvårigheter fick förenklad matematik, vilket riskerar att bli exkluderande. I studien redogjorde inte lärarna för hur de grundar sin undervisning för elever i svårigheter utifrån evidensbaserad kunskap, eller beprövad erfarenhet om matematiksvårigheter. De använder sin egen erfarenhet och utbildning om diverse diagnoser, vilket är ett kategoriskt perspektiv. Studien visar att lärarna finner det obekvämt att titta på sin egen roll i förhållande till eleven i matematiksvårigheter.

Better understanding difficulties in emotion regulation may help integrate a conceptualization for the etiology of a number of emotional disorders, such as depression or anxiety, and personality disorders. However, one deficit in extant literature has been in identifying a widely accepted measure in assessing problems with emotion regulation. A number of emotion regulation measures are currently used in the literature. Because each measure addresses regulation from a different perspective, the definition of emotion regulation remains unclear. Gratz and Roemer (2004) provide an integrated conceptualization for emotion regulation that accounts for the many ways in which emotions may affect the expression of psychological disorders. Gratz and Roemer constructed the Difficulties in Emotion Regulation Scale (DERS) to assess various areas in which one might experiences problems with emotion regulation. The DERS is a 36-item scale that has six factors related to emotion regulation: Awareness, Non-acceptance, Clarity, Impulsivity, Strategies, and Goals. The purpose of this study was to perform a confirmatory factor analysis on the DERS, and to examine its predictive validity for disorders that are associated with difficulties in emotion regulation. The data for this study was collected from part of a larger study on emotion regulation. Participants consisted of undergraduates at a rural mid-western university who completed a survey packet including the DERS, the Trait Meta-Mood Scale (TMMS) the Center for Epidemiological Studies Depression Scale (CESDS), and the Posttraumatic Stress Disorder Checklist (PCL). It hypothesized that a six factor solution would be found, validating the findings of Gratz and Roemer (2004). It was also expected that total DERS scores will be associated with CESDS and PCL scores, suggesting that participants who scored higher on these measures of depression and PTSD would also report difficulties with emotion regulation. The DERS factors were expected to be related to corresponding factors on the TMMS. Results indicated that although a 6-factor solution was supported, several modifications were needed to the original model in order to achieve acceptable goodness of fit index values. Additionally, a number of other suggestions for changes to the measure, including re-wording several of the items or the possible removal of the Awareness factor, are discussed.

Across the global educational spectrum, students with disabilities and special educational needs (SEN) face unique psychosocial challenges that transcend their academic endeavors. This diverse group, historically marginalized and often misunderstood, navigates a complex array of cognitive, physical, and behavioral hurdles. The term "SEN" has broadened to reflect this diversity, emphasizing the psychosocial difficulties these students encounter beyond their specific disabilities through counseling. Greece serves as a poignant case study, illustrating the evolution of attitudes and policies toward SEN students amidst its rich historical and cultural backdrop. From ancient times, where disability perceptions were mixed, through to the Orthodox Christian influence, which has oscillated in its view of disability, Greece's journey towards inclusivity mirrors global trends but with distinct characteristics. The 20th century marked significant strides towards integrating SEN students into mainstream education, a shift from segregation to inclusion that reflects broader societal changes. Globally, the landscape for SEN students is varied and influenced by a myriad of factors, including cultural perceptions, policy frameworks, and societal attitudes. Historical treatment of individuals with disabilities has evolved from exclusion to a more inclusive model, propelled by international conventions such as the UN Convention on the Rights of Persons with Disabilities. Developed nations typically allocate substantial resources towards SEN support, while developing countries may struggle with resource constraints and societal stigmas. Technological advancements have ushered in a new era of tools tailored for SEN students, promoting inclusivity and leveling the playing field. Despite progress, challenges persist, including societal stigmas and the marginalization of SEN students in crisis situations. Civil society organizations play a crucial role in advocating for SEN rights and fostering societal change through counseling. The educational system's role is pivotal in shaping SEN students' experiences. From the global shift towards inclusivity to the specific case of Greece, where the move from segregation to inclusive education has marked a significant transformation, educators play a crucial role. However, genuine inclusion requires more than physical integration into mainstream classrooms; it necessitates a comprehensive understanding of SEN students' psychosocial challenges and a systemic shift towards empathy, specialized skills, and inclusive policies. Innovative interventions, such as personalized learning approaches, peer support, and emphasis on social-emotional learning, highlight the ongoing efforts to address the psychosocial challenges faced by SEN students. Community engagement, policy reforms, and the pivotal role of families underscore the collective responsibility in creating a more inclusive society through counseling. Understanding the psychosocial intricacies of SEN students is essential for developing effective interventions and fostering an educational landscape that celebrates diversity and supports holistic growth. This requires a nuanced understanding of the cultural, societal, and educational factors that shape SEN students' experiences, emphasizing the importance of empathy, specialized training for educators, and inclusive policies to address the myriad challenges these students face through counseling.

Yes / Around 3-6% of children in the United Kingdom have substantial difficulties learning to read, a condition often referred to as dyslexia. They are at high risk of educational underachievement. In a 1996 editorial in The BMJ, Margaret Snowling argued that dyslexia is a verbal (not a visual) disorder.1 An accumulation of evidence supports this position and shows that reading difficulties are best dealt with by interventions that target underlying weaknesses in phonological language skills and letter knowledge.2 The 2009 Rose report, which provides guidance for professionals in schools on identifying and teaching young people with dyslexia and reading difficulties, stresses the importance of early, phonological interventions.3 Despite this evidence, dyslexia is often associated with subjective experiences of visual distortions that lead to discomfort during reading (sometimes termed visual stress). It has been argued that these symptoms can be alleviated by using coloured overlays and lenses.4 Symptoms of visual stress are not unique to dyslexia, and proponents do not claim that the use of colour directly addresses the underlying cause of the reading difficulty. However, they argue that the reduction in visual distortion brought about by a change in colour can improve reading accuracy and fluency.4