ABSTRACT

Sex offenders with and without learning problems did not differ in desire for treatment, but those with learning problems had better attendance. This chapter discusses the approaches to improving therapy success with clients who have learning difficulties. Learning difficulties are important to therapy in at least two ways. First, the individual may not be capable of processing the information in therapy that is suitable for a person of average intelligence. Second, an individual who has learning difficulties may develop an attitude towards learning situations and, in particular, avoid classroom type experiences where they may have met failure and derision from other students. The presence of learning difficulties has long been recognized as a factor that is more prevalent in the criminal population and might even be considered criminogenic. Individuals with learning difficulties were evaluated in terms of their desire for treatment and treatment compliance.