THE FAMILY AS MEDIATOR: A THEORETICAL MODEL FOR ENHANCING RESILIENCE IN SCHOOL-AGE CHILDREN WITH LEARNING DISABILITIES AGAINST CULTURAL ALIENATION IN LIQUID MODERNITY

Abstract

While study on resilience in individuals with learning disabilities and the characteristics of liquid modernity has expanded, their interaction—specifically, how families can mediate this dynamic to mitigate cultural alienation—remains a significant theoretical gap. This paper contributes to the literature by proposing an integrated theoretical model that positions the family as an active agent in fostering psycho-social resilience. It argues that through deliberate mediation, families can equip School-age children with learning disabilities to navigate and resist the alienating currents of liquid societies, as conceptualized by Bauman. Employing a critical analytical review methodology, the study synthesizes literature from developmental psychology, special education, and sociology. The core finding is that a shift from a passive caregiving role to one of strategic "resilience engineering" and "cultural mediation" enables the family to construct a vital buffer against identity fragmentation and belongingness deficits. The proposed tripartite model outlines mechanisms for building a positive identity, developing internal coping competencies, and enacting strategic advocacy within external systems. This paper concludes by underscoring the model's implications for family-centered interventions and policy, and calls for empirical study to test its propositions in diverse socio-cultural contexts.