posted by: Mr. Graber
Every two weeks I will be posting a section from this article here on Inside Bodine. I think you will find it quite interesting. It is a wonderful piece on life success for students with learning disabilities. It originally appeared on LD online.
Below are the schedule of the postings and the seventh installment:
September 6: introduction
September 21: self-awareness
October 5: proactivity
October 19: perseverance
November 2: goal-setting
November 16: presence and use of support systems
November 30: emotional coping strategies
December 11: conclusion and resources
Success Strategy #6: Emotional coping strategies
All people with learning disabilities experience stress in their lives as a result of living with learning problems. Such stress can be experienced in a variety of settings -- school, work, home, and social life. In some cases, the stress can be so significant that it leads to psychological difficulties such as anxiety and depression.
All people with learning disabilities experience stress in their lives as a result of living with learning problems. Such stress can be experienced in a variety of settings -- school, work, home, and social life. In some cases, the stress can be so significant that it leads to psychological difficulties such as anxiety and depression.
However, although all persons with learning disabilities may experience disability-related stress, successful individuals appear to have developed effective means of reducing and coping with stress, frustration, and the emotional aspects of their learning disabilities. In particular, there appear to be three components of successful emotional coping:
Awareness of the situations that trigger stress;
Recognition of developing stress;
Availability/access to and use of coping strategies.
For example, a successful adult with learning disabilities in our study manages her anxiety attacks by recognizing that reading aloud in a group triggers anxiety, physical symptoms such as rapid breathing are signs of stress, and slow deep breathing reduces her anxiety.
Successful individuals have developed strategies for reducing stress and avoiding resulting psychological difficulties. Such strategies include seeking counseling, asking others to do unmanageable tasks on the job, changing activities periodically so stress does not build up, expressing feelings, asserting oneself, utilizing peer support and encouragement, learning to ask for help, planning ahead for difficult situations, keeping away from negative or critical persons, obtaining medication if necessary, working out differences with friends and family, and sharing with sympathetic family members.
Whereas recognizing triggers and using coping strategies helps successful individuals with learning disabilities cope, unsuccessful persons with learning disabilities report being blindsided by events that cause stress. When overly stressed or emotionally wrought, they have great difficulty thinking of potential resources -- both internal and external -- to help them reduce stress and regain stability.
Emotional coping strategies Checklist
My child…
Is aware of how his/her emotional reactions affect behavior
Is aware of situations that cause stress, frustration and emotional upset
Has developed strategies for avoiding or reducing stress
Is able to recognize the onset of stress
Knows when outside support/help is needed
Successful individuals with learning disabilities develop an awareness of their emotional states and specific coping strategies for dealing with stress, frustration, and adversity. In an effort to assist children with learning disabilities to develop coping strategies, we suggest that efforts be aimed at helping them:
Understand the various factors that affect psychological health;
Become aware of their various emotional reactions and how these reactions impact their behavior;
Learn to recognize stress triggers;
Develop strategies for avoiding or reducing stress (as possible);
Develop a repertoire of coping strategies;
Learn to recognize when they need outside support/help.
General activities for developing emotional coping strategies
Use words in discussions with your child that identify feelings (for example, angry, disappointed, defeated, frustrated, proud, impatient).
Ask your child to discuss the circumstances that create the greatest stress in his or her life in relation to his or her learning disability (reading aloud in class, correcting a classmate's paper, picking up social cues at parties, etc.).
Have your child write down how his or her body feels at the onset of stress. Discuss with your child the warning signs of stress and how to employ coping strategies.
Have your child identify strategies that help reduce stress (for example, relaxation techniques, weight lifting, a game of basketball, listening to music, the movies).
Guide your child to know when learning disability-related emotional needs reach a critical point requiring outside help and how to access the right help.
Help your child develop and nurture good peer relationships.
