Learning, the complexity of the therapeutic relationship. Learning difficulties in an evolutionary perspective

The article wants to propose a reading of learning difficulties as symptomatic of a psychological and affective development hindered by intrapsychic and contextual interconnected and dysfunctional variables. More specifically, learning difficulties and disorders would represent conditions of difficult access to the possibility of making the Self efficient in its function of distributing and regulating motivational and cognitive resources functional to the achievement of the goals that the subject sets himself. When certain objectives, such as scholastic ones for example, overlap with evolutionary objectives (of developing a mature social and personal identity) and the latter are for various reasons experienced in a contradictory and ambivalent way, if not even as a threat, the solution that the subject finds can be constituted precisely by the learning difficulties. Making school learning difficult can represent for the subject, in our perspective, a way to take time and sometimes to suspend it, as in the case of those inhibitions that can lead to school phobias.