Learning problems and the family role: an analysis based on the clinical practice

Abstract

This research aimed to investigate how psychologists and educators, acting at consulting office, understand children’s learning problems and the family role, particularly the parents’. A qualitative methodology was used, based on a semi- structured protocol and individualized interviews with three psychologists and three educators. For the participants, among sources for children learning problems, they pointed out: a) childrens large dependence in relation to their others and fathers’ peripheral participation on the school learning process, and b) the current parents’ trend in delegating to the educators and psychologists the responsibility of children learning process. Therefore, we think the knowledge about the contemporary family functioning, in each life cycle stage , can contribute to the child and the family group’s therapeutic accompaniment.