Making sense in conversations about learning disabilities

This article describes an integrative, multisystem clinical approach to the psychological and relational problems that develop around learning disabil ities. Positioned in relationships with children, families, and schools, th e therapist addresses the emotions, interpersonal conflicts, and problemati c beliefs that contribute to problems. Using clinical skills to contain and relieve painful emotions, the therapist soothes "inflammation at the bound aries" of relationships among children, families, and schools, depolarizing conflicts within and between systems. Familiar with developmental and educ ational psychology and developmental neurobiology, the therapist makes this specialized knowledge intelligible to children, families, and teachers. Th is article describes two specific methods, the chart of strengths and weakn esses and the map of teaming functions, which facilitate communication of s pecialized knowledge about children with learning disabilities. The therapi st uses expert knowledge to help members of the treatment system transform blaming, helpless, or hopeless interpretations of the problem into more hop eful constructions, which support healthy development.