Stress Management, Clinical Interventions, and Social Support of Students With Learning Disabilities

Stress Management, Clinical Interventions, and Social Support of Students With Learning Disabilities

Zoi Siouti, Georgios A. Kougioumtzis, Anna Kaltsouda, Maria Theodoratou, Vasiliki Yotsidi, Aristotelis Mitraras
Copyright: © 2023 |Pages: 16
DOI: 10.4018/978-1-6684-8203-2.ch006
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

Children with learning disabilities face a fair number of problems on a daily basis. As a matter of fact, they suffer from high levels of stress and lack crucial social skills that can help them deal with daily problems, hence affecting their relationship with peers. Phenomena such as bullying or social isolation may also occur. This chapter defines the notions of ‘learning disabilities,' of ‘stress,' and of ‘social skills' and describes the techniques and interventions that may be used in order to control stress, as well as to improve social skills of children with learning disabilities. Considering stress management, some techniques such as breathing exercises, guided imaginary, and progressive muscle relaxation have shown decent results, even though CBT treatment and mindfulness may reduce stress on a long-term basis. The lack of social skills that students with learning disabilities face can be encountered by intervention groups, special digital applications, and counseling interventions.
Chapter Preview
Top

Introduction

In order to describe the methods of stress management and social support for students with learning disabilities, it is considered crucial to describe what is defined as “learning disability”. Following the theory of cognitive development of Piaget, learning procedure consists of two aspects: (a) The figurative aspect that describes the forms of knowledge that copy or refer directly to the original, such as perception, imitation or mental images and (b) the operational one that is related to action and thinking while the individual acts in real time, such as connection, inclusion, exclusion and correspondence (Aman-Gainotti & Casale, 1980). Learning disabilities involve a heterogenous group of disorders that affect, either the figurative, or the operational aspect of learning procedure and can affect various areas throughout life (Gabriely, Tarrasch, Velicki & Ovadia-Blechman, 2020; Callens, Tops & Brusbaert, 2012). Learning disabilities have a negative impact on an individual’s information processing ability in the fields of language, visual-spatial processing, executive functions, processing speed, memory and attention (Gabriely, Tarrasch, Velicki & Ovadia-Blechman, 2020; Callens, Tops & Brusbaert, 2012). Attention deficit-hyperactivity disorder (ADHA) is also considered as a disorder that negatively affects individual’s daily life (Gabriely, Tarrasch, Velicki & Ovadia-Blechman, 2020; Callens, Tops & Brusbaert, 2012). Even though scholars and experts use different definitions in order to describe the above mentioned disorder, all of them agree that ADHD is characterized by the following elements: a) the most frequent symptoms are troubles of attention, psychomotor agitation and impulsivity, b) the term “hyperactivity” corresponds to both hyperkinesis and impulsivity, c) “hyperactivity with attention deficit” is characterized by the association of perturbations of attention as well as of hyperactivity manifestations and d) this disorder is closely linked to learning difficulties (Felt & Biermann, 2014; Petot, 1999).

Complete Chapter List

Search this Book:
Reset