Coping strategies of high school students with learning disabilities: a longitudinal qualitative study and grounded theory

摘要

The authors interviewed 20 Israeli high school students with learning disabilities over a three‐year period to identify the students’ core coping strategies. Four emotional-cognitive strategies were identified: ‘Avoidance,’ ‘Rebellion,’ ‘Reconciliation,’ and ‘Determination.’ These strategies appeared in hierarchical order, leading to students’ integration of, acceptance of, and coming to terms with their difficulties. Interventions of early and accurate diagnosis of difficulties, accompanied by remedial teaching and social support, were important in the students’ developing effective coping styles. Results, in the form of a hierarchical continuum, provide a map within which school counselors and teachers may place their students’ current functioning, and help students progress toward coping strategies effective for attaining emotional and academic success.View full textDownload full textKeywordscoping strategies, learning disabilities, grounded theoryRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09518390903352343