The Successful University Student

1. The Successful University Student

2. Being a Student on Campus • Safety and security

3. Social RoleAs Defined by Sociologist Talcott Parsons A Social Role may be defined as a socially expected pattern… • of behaviours, • responsibilities, • expectations, • and privileges.

4. Roles Powerfully Impact Upon: • Image in eyes of others ~ status & reputation • Image in own eyes ~ self-image • Acceptance and belonging • Associations and relationships • Autonomy and freedom • Personal growth and development • Opportunities • Material side of life • Lifestyle

5. Breakdown in Pathways • General way of explaining what a learning disability is - breakdown or slowdown of pathways that process, interpret, express information

6. Learning Disabilities:A new definition Learning Disabilities Association of Ontario (LDAO)2001

7. “Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding organization or use of verbal and/or non-verbal information

8. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning.

9. “Psychological Processes” - An evolving list that has focused on functions such as: • phonological processing • memory and attention • processing speed

10. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.

11. Learning disabilities range in severity and invariable interfere with the acquisition and use of one or more of the following important skills: • Oral language (e.g., listening, speaking, understanding) • Reading (e.g., decoding, comprehension) • Written language (e.g., spelling, written expression) • Mathematics (e.g., computation, problem solving)

12. Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction.

13. The impairments are generally life-long. However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual’s characteristics.

14. Common Elements Regardless of Definition • Neurological dysfunction • Uneven growth pattern and psychological processing deficits • Difficulty in academic and learning tasks • Discrepancy between achievement and potential • Exclusion of other causes

15. Now we have a sense of what a LD is • How do we assess one?

18. The Family as a System • All members of the “system” affect, and are affected by, other members of the system • “non-linear cause and effect” for what happens within the system

19. Parental Reactions/Stages of Acceptance • Shock • Disbelief • Denial • Anger • Bargaining • Acceptance

20. Introduction of a “Vulnerable Child” into the Family • Potential Parental Issues: • denial • guilt • anger • shame • confusion • fear, worry about the future

21. Introduction of a “Vulnerable Child” into the Family • Potential Parental Reactions: • Overprotection • Disengagement • Conflict • Realistic Adaptation and Proactivity

22. Introduction of a “Vulnerable Child” into the Family • Potential Issues with Siblings • feeling “left out”, ignored • shame • anger, resentment (toward parents, sibling with LD) • guilt

23. Introduction of a “Vulnerable Child” into the Family • Potential Reactions of Siblings: • Overprotection • Disengagement • Conflict • Realistic Adaptation and Mutuality

24. Preview Social Emotional Aspects of Learning Disabilities • Proportion of Adults with LD who also have Social-Emotional Concerns • What May Cause Social-Emotional Concerns in Individuals with LD • Primary Social Disability • Shame • Family System Variables • Treatment Implications

25. What Proportion of Adults with LD Require Counselling Support? Estimates vary, but based on research and clinical experience, we estimate that 20--25% need significant degree of social-emotional intervention. Additional 20--25% could benefit from mild degree of intervention/ support

26. Why Social-Emotional Difficulties • Primary “Social Disability” • Secondary effect of the LD: Feelings of shame affecting self-image and self-esteem • “Learned Helplessness” - Family and School Environment

27. Primary Social Disability • Difficulties at the input, integration, or output level(s) of information processing • Attention and social perception • Language processing • Impulsivity and lack of reflectivity

28. Why/How do Feelings of Shame Develop? • Not living up to an idealized standard • Perceived failure despite effort • Stigma of LD label • Invisibility of LD • Family System Variables

29. How Can Shame Manifest in Adults with LDs? • Lack of trust • Anger • Isolation • Bravado • Reluctance to Take Risks • Reluctance to Seek Help

30. Implications for Support • If social difficulties are due to Primary Social Disability, • Teach social skills, provide opportunities for positive peer interaction • If social difficulties are due to Feelings of Shame related to the LD, • Individual counselling • Re-evaluate the teaching/learning environment

31. Implications for Support, cont’d • If social difficulties are due to issues in Family Relationships, • Consider family counselling to deal with unresolved problem • Often, the social-emotional concerns are due to a combination of factors and may require a combination of treatment strategies