The Psychological Traits Of Students With Learning Difficulties And Their Integrated Intervention

Learning difficulties are ubiquitous issues which universally affect adolescents. In spite of intellectual facts, some non-intellectual facts also contribute to learning difficulties to some extents. There is a large population of students with learning difficulties in China. Researching in the influential facts and intervention of learning difficulties in this population become more attracting for better management.This research tries to establish an integrated intervention model which combines medical, psychological and educational perspective in order to better help those with learning difficulties by analyzing a group of sample students who came to the adolescent counseling center with learning difficulties as their chief complaints. Their individual personality trait, psychological status, learning adaptability, family environment together with the results of individual intervention, group intervention, family intervention and essential medical intervention are analyzed compared to the controls. This research mainly consists with two parts.The first part: the research of the psychological trait and its influential facts of the adolescents with learning difficulties. 158 adolescents who came to the adolescent psychological counseling center with learning difficulties as their chief complains were enrolled according to the inclusion criteria set below: (1) IQ>70, (2) the academic performance were under the 10 percentile rank in the class during 2 successive terms, (3) at least one main subject scored under 60 (4) rated as a poor student according to general learning ability by the teacher who is in charge of the class were enrolled as controls. The personality trait, psychological status, learning adaptability, family environment of the learning difficult group are evaluated and compared to the control group of which 150 normal adolescents matched to age, gender(middle school students sexual development survey). The Family Environment Scale Chinese version (FES-CV) was reported by the parents, and the psychological health self-reporting scale, the middle school student learning adaptability scale, and the y-g personality test by the students. The results show that, in the Family Environment Scale, comparing to the control group, the trial group scored lower in terms of factors such as closeness (P<0.01) , affect expression and successfulness (P<0.05 ) . contrasting to their higher scores in the ambivalence factor (P<0.05 ) . In learning adaptability test shows the trial group scored significant lower in factors such as learning motive, learning anticipation, volition, learning methods (P<0.05) , comparing to the controls. The trial group scored much higher in depression and...