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Coping Styles And Strategies

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Part A (20%) Firth, N., Greaves, D., & Frydenberg, E. (2010). Coping styles and strategies: A comparison of adolescent students with and without learning disabilities. Journal of learning disabilities, 43(1), 77-85. Research Area and Research Questions. The purpose of the research was to investigate the coping styles and strategies of students who have learning disabilities and to compare them with students without learning disability. The research hypotheses is there would be no difference in means for the coping styles and strategies among the pre-intervention means of the study group (students who had learning disabilities) and the published means of students (general population) as measured using the Adolescent Coping Scale. The independent variables are the coping styles and strategies of students who have learning disabilities and general population students. The dependent variable is the means. …show more content…

But according to Margalit (2003), Prior (1996) and Raskind et al (19999), the coping patterns have more influence on outcomes in adult life rather than the learning disabilities themselves. The researchers want to investigate the coping style and strategies of students age 14 to 16 as coping patterns are established at a young age (Prior, Sanson, Smart, & Oberklaid, 2001; Raskind et al., 1999; Seiffge-Krenke, 2000) and to create adaptive coping program that suitable and benefit to students who have learning disabilities because adaptive coping (proactive coping) is related to positive outcomes in adult

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The independent variable is the water source (lake) and the dependent variable being the amount of complete, reduced, or absent pelvic structures found in the fish. Also, the experiment contained a constant: the number of fish collected per lake (20). Secondly, the experiment contained lots of data and is

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Combat is one of those incidents, where the best and the worst of people will be shown. The effects from combat could last minutes to a lifetime and will define people for the rest of their lives. To overcome the effects, people must have coping mechanisms. In the book, The Things They Carried, a platoon of soldiers is followed in their quest to survive the Vietnam War. The soldiers developed coping mechanisms to deal with stress so they can function normally and survive the war.

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The dependent variable is the type that can’t be changed. In this practical the dependent variable is the temperature. CONTROL The

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This variable is manipulated by the experimenter. The variable that will be affected by the independent variable is called the dependent variable. This variable is how we measure the outcome. In a experiment, there are two groups: the experimental group and

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Also, the instructor reiterated that the anxiety levels of the individuals taking part in the seminar were high. He informed the professionals that the tightness or tension they felt as a result of experiencing the questions he asked parallels that of a student with learning disabilities. Noting, this is how a student with a learning disability feels on a regular bases. Teachers should be mindful of the characteristics of children with learning disabilities; they need to take this into account when providing instruction and asking questions with regard to the lesson. Another great point that was addressed, is the idea that if a person is being yelled at to provide information repeatedly their first response is to look away.

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The Effect of Coping Cat Program on Decreasing Severity of Anxiety Symptoms among Youth Introduction and Background This study will design to examine the effectiveness of implementation of an anxiety reduction program on children and adolescence with anxiety disorders. It was hoped that a reduction in anxiety will be seen after the participants completed the coping cat program as a group. A reduction in anxiety would indicate a change in the child’s individualistic behavior, change in a child’s social behavior and improve of academic achievement. Data from this study were designed to evaluate the potential effectiveness of this type of evidence-based program as an intervention within a school system.

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Other concerns around lack of ability or interest in school work which can affect how the child develops into a student willing to engage in learning. As development moves into adolescence and these young people have not gotten the basic skills to cope with emotions, social skills, self-regulation their skills to cope as adults in the world due to development issues become evident and this is important. At this age adolescence are trying to find the world around them and how it works, with little skills it is hard to support the development to create a positive outcome for life. http://studentsfirstproject.org/wp-content/uploads/attachment-booklet-for-parents-guardians-and-child-serving-professionals.pdf Outline what might disrupt attachment in children, using relevant literature in support. - 600 Attachment for children can be affected by many things, relating to the disruption or attachment for children fall into a few categories.

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Gance-Cleveland and Mays (2008), conducted a pre and post-intervention finding a difference in coping, health outcomes, and resiliency during a 14 week, 60 minute peer group sessions for students in grades 9-12. Researchers discovered a difference in male and female student response to the intervention. Griffin and Botvin (2010) conducted a 40 minute life skills trainings as a school-based support groups. Students were categorized into three types: social resistance skills training, normative education, and competence enhancement skills training among youth in the school

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Understanding the history of special education and its impact on individual lives provides educators and families with a positive perspective on student’s academic and social achievement. Special education services were almost non-existent and with the passage of Public Law 94-142 everything changed. As the law continues to evolve, the rules and regulations become more prevalent. Handicapped and disabled students educational careers can now include reading, language arts, math, live skills training, vocational readiness, and various work training programs. Society has significantly become more understanding and aware of people with disabilities since the establishment of Public Law 94-142.

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For centuries, professionals have collaboratively worked together to design and create support groups, websites and organizations to inform parents, children, young adult and educators about children with disabilities. The National Center for Learning Disability, Positive Behavioral Intervention and Support, SWiFT, TASH and the Universal Center on Universal Design for Learning website provides valuable information about our students with learning disabilities. Each website offers different programs, resources, tips and research to help parents and educators provide a life for students with learning students and behavioral problems. The National Center for Learning Disabilities was founded in 1977 with a mission to improve the lives of children and adults with learning and attention issues. In doing so, the organization has taken it upon themselves to transform schools, advocate for equal rights and the opportunity

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The scale has shown substantial reliability tested by internal consistency as well as good test-retest reliability. The inventory contains 15 item at 4-point rating scale that combine measures of feelings of fear/anxiety and feelings of depression/anger (Mitchell & Hastings, 1998). SELF -EFFICACY The scores of self efficacy related to challenging behaviour can be operationalized by Difficult Behaviour Self-Efficacy Scale (Hasting, R. P., & Brown, 2002) which include scale of five items.

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As an aspiring counselor having the knowledge of theories will be a useful tool to assist and serve students in their developmental journey. Student development theories allow educators to get a sense of where students stand in terms of their development as a person. It is important to realize that every student is unique and possess their own strengths. And as educators, it is also to crucial meet the student where they are and be engaging in developing the whole person. Using a holistic approach that takes into account their physical, emotional, and mental well-being.

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The cognitive approach can be used to help individuals with learning difficulties as these individuals find it hard to process day to day situations and also how to express their emotions. Therefore resulting in them become irritated and frustrated, however by using the cognitive approach we can isolate these thoughts and change them to benefit the individual’s behaviour and emotions. Also by doing this it would promote self-esteem and the individual will gains skills that enable them to cope in situations. These changes can be encouraged through the staff and health care assistants. Furthermore individuals with emotional problems will also require support as they will find it difficult to express themselves.

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Positive Coping For those individuals who deal with the challenges of life with less success will loss than other people who cope with the same types of events, this is what positive coping focus on. In psychology, coping means to invest own conscious effort, to solve personal and the interpersonal problems, and it is also linked to minimize or tolerate stressful life events and daily hassles. In other words, reduce burden of short-term immediate stress and contribute to long-term stress relief is the effective of coping. The long-term will appear when positive coping helps to build resources that will inhibit or buffer future stressful challenges.

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After being constantly harassed either at work or by a stranger, victims learn different ways to manage the harassment, however, these coping mechanisms which are used by the victims might rarely differ base on the context of the stranger and/or sexual harassment. One of the most common coping mechanism used by victims is to ignore the harasser and/or the harassment which is also a very passive way of handling the harassment (Spitzberg & Cupach, 2003). An example of ignoring the harassment and the harasser is, when the victims are walking down the street and the harasser makes a comment about their outfit and tires to engage them in a conversation, however, instead of saying anything or doing anything to the harasser, the victims continue

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