The authors interviewed 20 Israeli high school students with learning disabilities over a threeâyear period to identify the studentsâ core coping strategies. Four emotional-cognitive strategies were identified: âAvoidance,â âRebellion,â âReconciliation,â and âDetermination.â These strategies appeared in hierarchical order, leading to studentsâ 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 studentsâ developing effective coping styles. Results, in the form of a hierarchical continuum, provide a map within which school counselors and teachers may place their studentsâ 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
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