Motor/learning difficulties and the family

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Abstract
The work reported here, which has as its central concern family dynamics and relationships, is part of a wider study of 31 children with motor/learning difficulties. All the children were attending an Occupational Therapy Department and had been assessed as having motor/learning difficulties. Descriptions of family background, structure and composition are provided and findings on conjugal, parent/child, sibling and extended family relationships presented. Characteristic patterns of family interaction are identified and factors affecting family cohesion discussed.

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