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dc.contributor.authorAtkins, Katie
dc.date.accessioned2015-02-05T13:21:32Z
dc.date.available2015-02-05T13:21:32Z
dc.date.issued2015-02-05
dc.identifier.urihttp://hdl.handle.net/10464/6058
dc.description.abstractThe purpose of this qualitative case study was to understand a child’s experience with a learning disability (LD) through the way that they cope with it, and how self-esteem, self-efficacy, attribution style, and social support contribute to this process. Qualitative interviews were conducted with one child, his parents, and his teacher, accompanied by a content analysis of the child’s psychosocial assessment report. It was found that the child copes well with having a learning disability, employing a problem-focused/approach coping style by seeking help and practicing for skills he struggles with, an emotion-focused coping style by implementing strategies to alleviate frustration, and compartmentalizing his disability. Further, self-esteem, self-efficacy, attribution style, social support and sports and leisure engagement were found to contribute positively to the coping process. These findings offer useful implications for parents, teachers, and practitioners to support other students with LD.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectlearning disabilities, coping, resilience, support, psychosocialen_US
dc.titleCoping with a Learning Disability: A Case Studyen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-04T03:32:15Z


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