This study examined a cumulative model of vulnerability and protective factors at the individual level (children's attachment relationships with father and children's sense of coherence) and at the family level as manifested by fathers' coping resources (fathers' sense of coherence, fathers' active and avoidant coping strategies) in helping to…

This study examined ADHD symptomatology and college adjustment in 420 participants--147 from the United States and 273 from China. It was hypothesized that higher levels of ADHD symptoms in general and the inattentive symptom group in particular would be related to decreased academic and social adjustment, career decision-making self-efficacy, and…

Mothers (N=24) generally evidenced coping mechanisms when involved with medical, social, and educational agencies, and were able to obtain services. However, coping functions broke down in direct confrontation with the child. Mothers, contrary to traditional attitudes, experienced relief at receiving a diagnosis, confirming their suspicions rather…

Early adolescents (Grades 6-8) with multiple learning disabilities (LD; reading and math) in inclusive settings were compared to adolescents with single LD (reading or math) and typically achieving (TA) peers regarding their psychosocial functioning in two areas of adolescent well-being: emotional adjustment and school functioning. The…

The adult victim of accidental head injury as a result of an automobile accident recounts his experiences as a brain injured adult with such problems as poor balance, poor speech, spasticity, and lack of fine motor movement. He emphasizes his determination to get on with his life. (DB)

In this article a learning disabled person tells about his most difficult, yet successful educational and social career as a nonreader. Both positive and negative aspects of the educational system are imbedded in this account of what it means to be a nonreader in our culture. (Author/CL)

The article examines the potential impact upon the family of traumatic brain injury to a child and the complex array of factors related to effective family coping and adaptation. Considered are stages in family adaptation, sources of family stress, and coping with stress. (Author/DB)

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)

Rational-emotive education provides a positive, constructive approach for helping young children with learning problems who have psychogenic overlays to cope with worries and troubles effectively and to accept themselves affirmatively. (Author/SBH)

Examined are three types of parent attitudes most frequently seen in the author's clinical practice with congenitally speech handicapped children: acceptance of, rejection of, and compensation for their reactions to the child and his disorder. (Author/KW)

The article reviews recent literature on families of learning disabled (LD) children. The literature describing parental reactions to the diagnosis of learning disabilities and the problems inherent in living with these children is discussed, as well as the children's reactions. (Author)

A teacher of middle-school students with learning disabilities summarizes interviews with two learning-disabled young men in which they remember the humiliation suffered because of their disability and the difference a knowledgeable and understanding teacher can make. (DB)

A study of 34 university students with learning disabilities reported significantly poorer self-esteem, academic adjustment, and personal-emotional adjustment than a sample of 31 non-learning-disabled students. For both groups, self-esteem correlated positively with general self-efficacy, and both variables correlated positively with adjustment to…

The article highlights several concepts that appear important to the social and educational development of learning disabled children. Self-esteem, overcompensation, nondefensiveness, structure, and self-discipline are discussed with commentary from a learning disabled youngster. (Author/CL)

This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)