Family Interaction Factors in Psychogenic Learning Disturbance

Abstract

Family-centered therapy programs have achieved increasing popularity in recent years. They have augmented our understanding of pathogenic relationship factors within the home that lead to disturbed personality functioning among children. The accumulated evidence about family interactional patterns suggests that communicative barriers and inappropriate role behaviors in the home may contribute to serious difficulties in the child's efforts to adapt to the social milieu of the school classroom. The consequences of such poor social adjustment may be an inhibition of normal learning. It would appear relevant, therefore, to explore the efficacy of family treatment procedures in situations where deleterious home conditions are concomitant with psychogenic learning disturbance.