Skip to Main Content
2
Views
0
CrossRef citations
Altmetric

Section II. Theory and Practice: Educational

Learning Disabilities and Script: The Brain Suggests, the Environment Predisposes, and the Individual Decides

Pages 259-264
Published online: 28 Dec 2017
 
Translator disclaimer

This article describes a Belgian transactional analyst's practice with adolescents and adults who present with learning problems. The author shows how learning disabilities can be linked to script and can induce a person to succeed in not learning rather than to not succeed in learning. The task of the therapist is to reconcile the client with self and surroundings and to give the permissions needed. More than removing a symptom and more global than a simple (re)education technique, it involves self-reflection and making sense of one's experience.

Additional information

Author information

Véronique Sichern

Véronique Sichern is a Provisional Teaching and Supervising Transactional Analyst (educational) who lives and works in Belgium and a speech therapist who is especially interested in learning disabilities and relationships. She divides her professional time among private practice, a training center for mentally deficient young adults, a training center for adults (social workers, teachers, psychologists, educators, and parents), and TA training in Belgium, France, Poland, and Hungary. She is also president of ASSOBAT, the Belgian French-speaking TA association. She has recently edited a book on learning disabilities and TA. As an author she won the 1994 Raymond Hostie Award for her original contributions.