Determining and Addressing

Running head: DETERMINING AND ADDRESSING COUNSELLING NEEDS

Letter of Intent:
Determining and Addressing the Counselling Needs of
Students with Learning Disabilities
Kelly McKay
Campus Alberta Counselling Initiative
Supervisor: Dr. S. Lal Mattu
October 24, 2007

Determining and Addressing

Determining and Addressing the Counselling Needs of Students with Learning

Disabilities
The current letter of intent proposes a comprehensive literature review on the
psychological needs of students with learning disabilities. The proposed literature review
will include an examination of the means of addressing these unique needs in a
counselling context. Research questions, project rationale, methodological procedures
and implications for the project are outlined. The terms learning disabilities, learning
difficulties, learning problems and learning disorders will be used interchangeably
throughout.
Overview
Problem Statement
According to the literature, mental health issues among students with learning
disabilities is reportedly four to five times greater than that of the general population
(Einfeld & Tonge, 1996). In spite of the prevalence of poor mental health among those
with learning issues, the emotional needs of this population has been a neglected area of
research (Arthur, 2003; Hassoitis, Baron & OHara, 2000; Reed, 1997). As a result, the
interaction between learning disabilities and mental health is not well-understood
(Raghavan & Patel, 2005), which has a direct impact on the mental health services
available to this population. Popular interventions for those with concurrent mental health
problems and learning disorders generally employ behavioural strategies aimed at
altering behaviours that are problematic to others (Lindsay, 1999) and treat the
symptoms, not the underlying problems (Williams & Helsop, 2005). As a result, it is
important to focus on the needs of learning disabled students in order to address the core

Determining and Addressing

issues and improve their lives. The proposed literature review will shed light on this
phenomenon to ultimately assist parents and professionals in meeting the needs of these
individuals.
Research Questions
The following research questions will guide the literature review:
1. What are the emotional/psychological needs of youth with learning disabilities?
2. How are these needs addressed in a counselling context (e.g., school and private
setting)?
3. How does a holistic model attempt to address the psychological needs of school-aged
youth with learning disabilities?
Rationale
The term Learning Disabilities refers to a range of disorders that could
potentially affect the acquisition, organization, retention, understanding or use of verbal
or nonverbal information. These disorders affect learning in individuals who otherwise
demonstrate at least average abilities essential for thinking and/or reasoning. (Learning
Disabilities Association of Canada [LDAC], 2002, 1). This definition differentiates
learning disabilities from global intellectual deficiency and underachievement, which are
separate and distinct issues from learning disorders (Fletcher, Francis, Rourke, Shaywitz
& Shaywitz, 1993). Individuals with learning disorders often display uneven abilities,
where they struggle in some areas of learning and do well in others (Mather & Gregg,
2006). One of the misconceptions about learning disabilities is the idea that they are a
phase of development that may be outgrown (Shaywitz, 2003). Learning disabilities
endure into adulthood, where the psychological problems associated with learning

Determining and Addressing

difficulties are not limited to school performance and academic settings but extend to
other areas of life (Mather & Gregg).
According to the literature, internalizing problems are common among youth with
learning disabilities (Cummings, Vallance & Brazil, 1992). In particular, depression is the
most prevalent mental health issue within this population (Huntington & Bender, 1993;
Raghavan & Patel, 2005). Other issues frequently associated with learning difficulties
include: anxiety (Cummings et al., 1992; Fisher, Allen & Kose, 1996), low self-esteem
(Elbaum & Vaughn, 2001) and alienation and loneliness (Greenham, 1999; Margalit &
Efrati, 1996). It is believed that the mental health issues outlined above emerge as a
secondary disability among those with learning difficulties (Hernandez-Halton, Hodges,
Miller & Simpson, 2000). For example, students with learning disorders may be more
likely to experience loneliness and alienation from classmates as they are given lowerstatus approval ratings by their peers (Greenham, 1999). Learning disabled individuals
may serve as a receptacle for other peoples projected feelings of limitation, rejection
and other unwanted negative emotions (Hernandez-Halton et al., 2000, p. 124).
While a consensus on the number of students with learning disorders experiencing
mental health issues has not been reached, there has been some agreement in the literature
that a higher prevalence of mental health issues exists among those with learning
disabilities (Hassoitis et al., 2000; McCarthy & Boyd, 2002; Prosser, 1999). Specifically,
Einfeld and Tonge (1996) reported a 40-50% rate of psychopathology in youth with
learning disorders. This would suggest that up to half of all young people with learning
disabilities experience mental health issues to some extent. As a result, those with both
learning issues and mental health problems are considered a vulnerable population

Determining and Addressing

(Hassoitis et al.). Unfortunately, mental health service provision for this group is poor
(Hassoitis et al.) and as a result, these individuals comprise an excluded and marginalized
segment of society (Smith, 1999). Increased attention paid to mental health among those
with learning disabilities is an important step in improving available services and the
quality of life of these individuals. Making current, relevant information available on the
nature of mental health issues experienced by those with learning difficulties, will help
facilitate this process.
Procedure
The proposed literature review will examine the psychological needs of youth
with learning disabilities and how these needs are addressed in a counselling context.
Research of original peer-reviewed journal articles will be conducted using the following
electronic databases: PsycINFo, Academic search premier, Child development and
adolescent studies, Psychology and behavioural sciences collection, PsycARTICLES,
PsychLIT and ERIC. The descriptors to be used include: learning disabilities, LD,
intellectual disabilities, mental health, emotion, counsel(l)ing, and psychotherapy. The
proposed research will be limited to articles published from 1985-present in English and
French language publications, with the exception of original/pioneering articles in this
subject area. In addition, I will draw from the wealth of knowledge and experience
afforded by my supervisor.
The review of literature will be compiled into a succinct pamphlet, providing an
overview of the psychological needs of students with learning disabilities as well as
appropriate counselling interventions. This pamphlet is intended for use in counselling
offices in schools, community agencies and private practice. However, it is the authors

Determining and Addressing

intention that the information supplied within the pamphlet will also be beneficial for
parents and teachers of individuals who have learning disabilities. In this sense, the
pamphlet may be helpful in presenting some background information on the unique
emotional needs and supportive treatments relative to this population.
Potential Implications
The proposed review of existing research will benefit students, teachers, parents
and counsellors by highlighting specific mental health issues experienced by young
people with learning disabilities. This information coupled with the examination of
existing research on how to effectively intervene with this population will allow
professionals working with students to provide support, reduce harm and improve
psychological outcomes for this vulnerable population. In addition, the information
gained from this project may serve to educate the public about young peoples
psychological needs as well as identify areas for future research.

Determining and Addressing

References
Arthur, A. R. (2003). The emotional lives of people with learning disability. British
Journal of Learning Disabilities, 31(1), 25-30.
Borthwick-Duffy, S. (1994). Prevalence of destructive behaviours: A study of aggression,
self-injury, and property destruction. In T. Thompson & D. B. Gray (Eds.),
Destructive Behavior in Developmental Disabilities: Diagnosis and Treatment
(pp. 3-23). Thousand Oaks, CA: Sage Publications.
Cummings, R. L., Vallance, D., & Brazil, K. (1992). Prevalence and patterns of
psychosocial disorders in children and youth with learning disabilities: A service
providers perspective. Exceptionality Education Canada, 2(3), 91-108.
Duggan, L., & Brylewski, J. (1999). Effectiveness of antipsychotic medication in people
with intellectual disability and schizophrenia: A systematic review. Journal of
Intellectual Disability Research, 43(2), 94-104.
Einfeld, S. L., & Tonge, B. L. (1996). Population prevalence of psychopathology in
children and adolescents with intellectual disability, II: Epidemiological findings.
Journal of Intellectual Disability Research, 40(2), 99-109.
Erlbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the
self-concept of students with learning disabilities: A meta-analysis. The
Elementary School Journal, 101(3), 303-329.
Fisher, B. L., Allen, R., & Rose, G. (1996). The relationship between anxiety and
problem-solving skills in children with and without learning disabilities. Journal
of Learning Disabilities, 29(4), 439-446.

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Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, B. A., & Shaywitz, S. E. (1993).
Classification of learning disabilities: Relationships with other childhood
disorders. In G. R. Lyon, D. Gray, J. Kavanaugh & N. Krasnegor (Eds.), Better
understanding learning disabilities (pp. 27-55). New York: Brookes.
Greenham, S. L. (1999). Learning disabilities and psychosocial adjustment: A critical
review. Child Neuropsychology, 5(3), 171-196.
Hassoitis, A., Barron, P., & OHara, J. (2000). Mental health services for people with
learning disabilities, British Medical Journal, 321(7261), 583-584.
Hernandez-Halton, I., Hodges, S., Miller, L., & Simpson, D. (2000). A psychotherapy
service for children, adolescents and adults with learning disabilities at the
Tavistock Clinic, London, UK. British Journal of Learning Disabilities, 28(3),
120-124.
Learning Disabilities Association of Canada (2002). Official definition of learning
disabilities. Retrieved August 30, 2007, from http://www.ldactaac.ca/Defined/
defined_new-e.asp
Lindsay, W. R. (1999). Cognitive therapy. The Psychologist, 12(5), 238-241.
Margalit, M., & Efrati, M. (1996). Loneliness, coherence and companionship among
children with learning disorders. Educational Psychology, 16(1), 69-79.
Mather, N., & Gregg, N. (2006). Specific learning disabilities: Clarifying, not
eliminating, a construct. Professional Psychology: Research and Practice,
37(1), 99-106.

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McCarthy, J., & Boyd, J. (2002). Mental health services and young people with
intellectual disability: Is it time to do better? Journal of Intellectual Disability
Research, 46(3), 250-256.
Pattison, S. (2005). Making a difference for young people with learning disabilities: A
model for inclusive counselling practice. Counselling and Psychotherapy
Research, 5(2), 120-130.
Prosser, H. (1999). An invisible morbidity? The Psychologist, 12(5), 234-237.
Raghavan, R., & Patel, P. (2005). Learning disabilities and mental health: A nursing
perspective. Blackwell Publishing.
Reed, J. (1997). Understanding and assessing depression in people with learning
disabilities: A cognitive-behavioural approach. In B. S. Kroese, D. Dagnan &
K. Loumidis (Eds.), Cognitive-behaviour therapy for people with learning
disabilities (pp. 53-66). London: Routledge.
Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based
program for reading problems at any level. New York: Knopf.
Shectman, Z., & Pastor, R. (2005). Cognitive-behavioural and humanistic group
treatment for children with learning disabilities: A comparison of outcomes and
process. Journal of Counseling Psychology, 52(3), 322-336.
Smith, R. (1999). Medicine and the marginalised. British Medical Journal, 319(7225),
1589-1590.
Williams, V., & Helsop, P. (2005). Mental health support needs of people with a learning
difficulty: A medical or a social model? Disability and Society, 20(3), 231-245.