Gina Thanopoulou , Ph.D. cand , Ed. M.,M. A,. Harvard University ,

1. “The reality of Learning Different (LD) Children:How to promote their social, psychological & academic development throughPsychological Counseling & Academic Support Gina Thanopoulou, Ph.D. cand, Ed. M.,M. A,. Harvard University , Counseling Educational Psychologist

2. The Profile of an LD/ ADHD Child (A) • A child that has a neurological difference or a difference in brain organization • A child that an average or even high IQ • A child that has difficulties in understanding,decoding, concentrating, controlling impulses, organizing his space & time, following instructions &is easily distracted by external stimuli • A child that has a hard time acquiring, retaining & retrieving information, & has difficulty in memorization

3. The Profile of an LD/ ADHD Child (B) • A child that is often misunderstood, misplaced, misjudged & mislabeled as ‘disabled’, ‘lazy’, ‘bored’, ‘indifferent’ • A child that has a weak academic profile, poor social adjustment & often develops psychological problems, such as low self esteem, lack of self confidence & social inability • A child that is very often academically, emotionally & socially ‘abandoned’ , even ‘abused’ • A child that needs our psychological & academic SUPPORT in order to face his differences, discover his unique abilities, & develop his TRUE SELF

4. The Psychological and Academic profile of the LD Students • Aggressive, violent behavior • Anger, negativity • Juvenile delinquency • Depression • Isolation • Indifference, withdrawal • Sadness, loneliness, low self esteem • Need to escape from reality • Need to create “own world” The Mask An angry, aggressive “impossible” child Low Academic Achievement & Antisocial Behavior External Characteristics (age & grade appropriate) • Difficulty in the “traditional” way of learning • Difficulty in perceiving, decoding, processing & storing info • Difficulty in understanding & following instructions • Difficulty in sustaining attention, hyperactivity & impulsivity (ADHD) • Exhibits antisocial behavior, academic failure and lack of balance LD Students Symptoms Internal Characteristics (age & grade appropriate) • Low self esteem, confused self image • Rejection of self and lack of faith in abilities • Stigma of being different and inferiority feelings • Deep inner pain and disappointment • Deep internal confusion and anger The Reality A lonely, confused, discouraged, disappointed, sad child

5. The Vicious Cycle of an LD Student Etiology Learning Differences (Difficulties, Disabilities) Symptoms • Different way of learning & understanding • Different way of decoding & processing • Different way of storing & reproducing info • Difficulty in concentration & hyperactivity DEAD END Repetition of the same vicious circle CognitiveAcademic Effects • Low academic achievement • Academic, personal differences Psychological & Social Effects • Stigma of being different- ‘BULLY’/ ‘SHY’ • Social rejection from self and others • Inferiority feelings and low self esteem More academic problems and gaps Behaviors • Antisocial behavior (depression or aggression) • Need to follow alternative (-)ve solutions • Need acceptance & recognition • Juvenile delinquency More social and psychological problems

6. BULLYING LD CHILDREN • LD children are bullied regularly, viciously and far more often than non LD children. • An LD child’s chance of being bullied is greater, if his disability is more visible. • A learning difference is not visible itself but its associated elementsare definitely evident and, therefore, inviting to a bully. • LD children are as likely to bully as they are to be victims of bullying. • Bully / victims are often the most disturbed of all bully categories

7. TYPES OF BULLYING IN LD CHILDREN • Social bullying, -most common -involves physical and verbal abuse in social settings • Relational bullying, -deliberate attempt by a bully to destroy the friendships of an LD child or -isolate him/her from close friends by lying, spreading rumors, threatening etc.

8. Effects of bullying on LD children • It makes children ill, anxious, depressed, angry, terrified, vengeful and withdrawn, • It destroys their self esteem and their feeling of self worth, • It makes them non- assertive, • It undermines their social skills • Victims are psychologically introverted, relatively uncooperative, uncompetitive and not group oriented (Rigby 2002).

9. The Role of Counseling Psychologists &Special Educators • Counselors and special educators can support these children by being actively involved–academically and psychologically-in their lives and their development so that they will not be marginalized; help them see their unique, real abilities and move around their weaknesses, inspire them to take off the “Mask" and develop theirAUTHENTIC SELF. • Counselors and special educators, through effective counseling and teaching, can become the most important “CATALYSTS" for the cognitive and emotional development of LD children, in order to support and inspire them, to move from a marginalized, stigmatized life into a life that can be full of abilities and wonderful possibilities for balance, happiness and development.

10. INTERNATIONAL SCHOOL OF ATHENSTHE COUNSELING & LEARNING CENTER • A team of highly qualified Counselingand Educational Psychologists, Special Educators, Speech Therapists, Occupational Therapists, Clinical Psychologists, Child Psychiatrists and Neurologists that work together in order to support a population of LD students within the regular school population.

11. SERVICES OFTHE COUNSELING & LEARNING CENTER • Diagnosis(WISC-R III, WOND, WJ-R, CFSEI, BENDER, DIEBELS, VMI, Drawings, interviews etc) • Detailed written report • Modified Academic Program & Individual Resource Support • Specialized academic intervention, within school – in and out the classroom- and after school tutoring • Counseling support (individual) • Family counseling support Values that the services are based on in order to be successful: Collaboration, communication, coordination, cooperation, professionalism, confidentiality, empathy, care, positive thinking, constant work

12. The LD Child and Its Therapeutic Cycle Child Counseling Psychologist Parent Counseling Psychologist Child Child Special Educator

13. COUNSELING & LEARNING CENTERCounseling Goals for the LD children • Diminish insecurities and phobias • Express feelings and concerns • Provide encouragement and positive reinforcement • Help them see their qualities and balance them with their difficulties • Help them develop good coping strategies and problem solving skills • Assist them with social issues • Inspire values of empathy, understanding, patience, delayed gratification, hard work • Make them believe in themselves • Educate the LD student and his/her family about problems related to Learning Differences

14. COUNSELING & LEARNING CENTERThe Counseling Process • Behaviour management techniques to help them become socially accepted and remediate existing problems • Emotional control strategies to improve in the management of their emotions • Social skills training to develop healthy communication patterns and functional relationships • Social information processing to improve their understanding of others • Cognitive and emotional perspective training to help them limit their self-centeredness

15. COUNSELING & LEARNING CENTERTHE ROLE OF THE SPECIAL EDUCATOR (A) • Assist students understand their LD • Help them identify academic strengths and weaknesses • Assist them with study strategies • Assist students with developing skills for note-taking • Guide students on how to identify priorities • Provide recommendations for appropriate school curriculum

16. COUNSELING & LEARNING CENTERTHE ROLE OF THE SPECIAL EDUCATOR (B) • Provide content tutoring • Monitor the students’ work • Assist them with test taking • Help them understand how to manage their time • Assist students with skills to stay focused and on task • Help them work on becoming independent learners

17. COUNSELING & CAREER CENTERTHE ROLE OF THE PARENTS • Reinforce desired behaviours • Provide encouragement • Develop a positive relationship with the child based on genuine interest and active listening • Communicate in a clear and concise manner • Provide stability – explain expectations and boundaries /be calm, well-composed and consistent • Assign responsibilities within ability to strengthen the child’s feeling of success • Plan activities to direct child’s energy in positive ways

18. Therapeutic Triangle Child School Counselors Special Educators Family / Parents Constant Moving Energy Within the 3 Poles Communication Collaboration Constructive Exchange of Ideas, Actions, and Emotions

19. Key Final Points • Not riskto lose important minds and souls • As soon as possibleappropriate help & support • Caring and specialized educators and counselors • Appropriate specialized academic and psychological support • Honor the different learning style of each individual • Try to find unique solutions to accommodate individual learning styles • See the “whole child” - Holistic Education • Promote communication & collaboration between children, parents and school • Inspire FAITH in the LD children and their unique abilities

20. References • Davis, Ronald D. The Gift of Dyslexia. Why some of the Brightest People Can't Read and How They Can Learn. London: Souvenir Press, 1999. • Gardner, Howard, The Unschooled Mind, How Children Think & How Schools Teach, Basic Books, New York, 1991 • Gardner Howard, Frames of Mind, Basic Books, New York, 1988 • Goldman, Daniel, Emotional Intelligence, New York: Bantam Books,1994 • Mcloughlin, David, et al. Adult Dyslexia, Assessment, Counseling and Training,London: Whurr Publishers, 1994. • Reid Galvin, Dyslexia, A Practitioner's Handbook, New York: John Wiley & Sons, 1999. • Schmidt, John, Counseling in Schools, Allyn and Bacon, Boston, 1993 • Smith, Sally, No Easy Answers, The Learning Disabled Child at Home and at School, New York: Bantam Books, 1998. • Video: • Rick Lavoie, When The Chips Are Down, Last One Picked, First One Picked On – The Social Implications of Learning Disabilities.