Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

Huntington, Deborah D.; Bender, William N.

doi:10.1177/002221949302600303

Cited by 163 publications

(99 citation statements)

References 51 publications

(93 reference statements)

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“…Several studies (cf. Huntington & Bender, 1993;Jensen et al, 1993;Prior et al, 1999;Cluver et al,2009) indicate the co-existence of anxiety, depression, post-traumatic stress or emotional problems on the one hand, and learning disabilities in children on the other. Rates of school drop-out, substance abuse and subsequent delinquency have also been found to be significantly higher in children with learning disabilities than in those without learning disabilities (Cameron & Dent, 2003;Morrison & Cosden, 1997).…”

Section: Introductionmentioning

confidence: 99%

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Pienaar¹,

Swanepoel

Rensburg³

et al. 2011

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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This article presents the findings of a study among a small group of South African AIDS orphans living in a residential care facility, Lebone Land. The research was conducted between June and September 2006. A qualitative, exploratory study consisting of in-depth, semistructured interviews with eight children and seven key informants aimed to identify and investigate developmental assets operating in the children's lives to help them cope amid exposure to adversities. The findings indicate that the developmental assets that facilitate coping and foster resilience in these children relate to four main components: external stressors and challenges, external supports, inner strengths and interpersonal and problem-solving skills. Emerging key themes relate to the experience of illness, death, poverty and violence, as well as the important roles of morality, social values, resistance skills, religion and faith in assisting these children in defining their purpose in life. To this end, constructive use of time, commitment to learning, goal-setting, problem-solving ability and self-efficacy are fundamental in the children's attainment of their future projections. Therefore, qualities such as optimism, perseverance and hope seem to permeate the children's process of recovery. Strong networks of support, particularly friendships with other children, also seem to contribute to developing and sustaining resilience.Keywords: resilience, HIV/AIDS affected children, pre-adolescence, residential care. RésuméCet article présente les conclusions d'une étude réalisée au sein d'un petit groupe d' orphelins du Sida sud-africains vivant dans une institution, Lebone Land. L' étude a été conduite de juin à septembre 2006. Une étude qualitative préliminaire consistant en entretiens approfondis et semi-structurés avec huit enfants et sept informateurs clés a visé à identifier et à étudier les facteurs développementaux à l'action dans les vies des enfants afin de les aider à faire face aux difficultés auxquelles ils se trouvent confrontés. Les conclusions indiquent que les facteurs développementaux aidant à faire face aux difficultés et favorisant la résilience chez ces enfants sont associés à quatre composantes principales : les facteurs de stress et les défis externes, les soutiens externes, les forces intérieures et les compétences interpersonnelles et de résolution de problèmes. Les thèmes clés qui émergent se rapportent à l' expérience de la maladie, de la mort, de la pauvreté et de la violence, ainsi qu'aux rôles importants de la moralité, des valeurs sociales, des compétences de résistance, de la religion et de la foi pour aider ces enfants à trouver leur but dans la vie. A cette fin, une utilisation constructive du temps, un dévouement à l'apprentissage, la fixation d' objectifs, la capacité à résoudre des problèmes et l'auto-efficacité sont essentiels pour permettre à l' enfant de réaliser ses projets d'avenir. Par conséquent, des qualités telles que l' optimisme, la persévérance et l' espoir semblent imprégner le proces...

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Section: Introductionmentioning

confidence: 99%

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Pienaar¹,

Swanepoel

Rensburg³

et al. 2011

SAHARA-J: Journal of Social Aspects of HIV/AIDS

View full text Add to dashboard Cite

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“…Huntington and Bender (1993) reviewed evidence on more widely defined learning-disabled (LD) samples. They con-Study are available from a number of ages.…”

Section: Introductionmentioning

confidence: 99%

Untitled

Maughan

Rowe

Loeber

et al. 2003

Journal of Abnormal Child Psychology

149

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Although reading difficulties show well-established overlaps with disruptive behavior disorders in childhood, much less is known about reading-disabled children's vulnerability to emotional difficulties. Using longitudinal data from 6 assessments of boys in the Pittsburgh Youth Study, we found robust links between severe, persistent reading problems and increased risk for depressed mood in a community sample of boys aged 7 and 10 years at initial assessment, though not in those who had already entered their teens. These associations could not be accounted for in terms of selected family risks or comorbid disruptive behaviors; instead, the pattern of the findings pointed to the existence of more direct causal processes whereby reading problems influence younger boys' risk of depressed mood.

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“…Within integrated classrooms, students with special needs are more likely to be nominated by their nondisabled peers for aggressiveness and disruptiveness, and they are also more likely to be rejected by their schoolmates (Farmer, 2000;Farmer & Hollowell, 1994). Studies have also shown that students with learning disabilities are at a greater risk for depression and suicide (Bender, Rosenkrans, & Crane, 1999;Bender & Wall, 1994;Huntington & Bender, 1993;McBride & Seigel, 1997).…”

mentioning

confidence: 99%

Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education

Kam

Greenberg

Kusché

2004

Journal of Emotional and Behavioral Disorders

194

121

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In this study, the authors examined the long-term effectiveness of the PATHS (Promoting Alternative THinking Strategies) curriculum on the adjustment of school-age children with special needs. The PATHS curriculum focuses on promoting children's emotional development, self-regulation, and social problem—solving skills. Eighteen special education classrooms were randomly assigned to treatment and control conditions in this controlled trial. Teachers received both training and ongoing consultation and provided PATHS to students in Grades 1 through 3. Data were collected before the intervention and for 3 successive years. Growth curve analysis indicated that the intervention reduced the rate of growth of teacher-reported internalizing and externalizing behaviors 2 years after the intervention and produced a sustained reduction in depressive symptoms reported by the children. Discussion focuses on the need for social—emotional learning (SEL) programs in special education and factors that can promote SEL among children with special needs.

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Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

Cited by 163 publications

References 51 publications

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Untitled

Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education

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