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Psychosocial Adjustment Over a Two–Year Period in Children Referred for Learning Problems: Risk, Resilience, and Adaptation
Author(s) -
Sorensen Lisa G.,
Forbes Peter W.,
Bernstein Jane H.,
Weiler Michael D.,
Mitchell William M.,
Waber Deborah P.
Publication year - 2003
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/1540-5826.00054
Subject(s) - psychosocial , psychology , developmental psychology , psychological resilience , context (archaeology) , vulnerability (computing) , learning disability , academic achievement , social environment , clinical psychology , social psychology , psychiatry , paleontology , computer security , computer science , political science , law , biology
Children with learning difficulties have an increased prevalence of psychosocial adjustment problems. We hypothesized that within the context of a risk and resilience model contextual variables influence adjustment, over and above any effects of academic performance. The Behavior Assessment System for Children (BASC) was used to evaluate the relationship between psychosocial adjustment, changes in academic skills, and contextual factors longitudinally over a two–year period in 100 children (ages 7 to 11) referred for learning problems. Although there was little improvement in academic skills, contextual factors contributed to observed psychosocial outcome. Different factors were salient for parents, teachers, and children. Context–derived vulnerability and protective factors can be important determinants of adjustment in children with learning problems, even though the academic difficulties can remain chronic.