Resilience Model Among Individuals with Learning Disabilities: Proximal and Distal Influences

Abstract

Development may be conceptualized as a process of repeated resilient reintegration, and resilience research is expected to identify the complex transactions and processes among internal and external (risk and protective) factors involved in that process. Through presenting a critical review of related research, Wong's article demonstrates the ability of youngsters with learning disabilities (LD) to challenge their difficulties. Wong's perspective helps clarify current conceptual inconsistencies and provides constructive directions for future inquiries in LD resilience research. The present commentary emphasizes two mediating factors within the third wave of resilience research: the critical role of emotions as inner sources of energy and the importance of reciprocity in relations with both adults and peers.

Applying Response to Intervention to Identify Learning Disabilities in Students With Visual Impairments

“…Furthermore, the confounding effects of deficits associated with LD in a student with an already existing VI make it imperative that he/she is identified and receives early intervention (Jones & Hensley-Maloney, 2015). Lastly, coping mechanisms of students with LD influence outcomes in adult life (Margalit, 2003;Prior, 1996;Raskind et al. 1999), and coping patterns are established at a young age (Prior et al, 2001;Raskind et al, 1999;Seiffge-Krenke, 2000).…”

“…In addition to academic interventions, these students need interventions related to social skill development, the promotion of independence, improving their perceived competence, and building self-determination skills (Jones & Hensley-Maloney, 2015;Loftin, 2005). Further, it is the associated coping mechanisms students with LD possess that have the greatest influence on outcomes in adult life (Margalit, 2003;Prior, 1996;Raskind, Goldberg, Higgins, & Herman. 1999).…”

Salutogenesis: Sense of Coherence in Childhood and in Families

“…A major role of resilient research is to identify the complex transactions and processes among internal and external (risk and protective) factors that affect children's resilience and sense of coherence (Margalit, 2003).…”

Causal judgments of positive mood in relation to self-regulation: A case study with Flemish students

“…Positive mood constructs that have been demonstrated to show a positive relationship with academic achievement and which are therefore important from a self-regulated learning point of view, include hope (Snyder, 2002;Snyder, Rand, & Sigmon, 2005), life satisfaction (Park, 2005), optimism (Jenson, Olympia, Farley, & Clark, 2004;Roberts, Brown, Johnson, & Reinke, 2005), and resilience (Margalit, 2003). From a selfregulation point of view, these constructs are interesting because their definitions generally address some aspect of self-regulation explicitly.…”