Coping strategies of children with learning disability in situation of frustration  

Bolla V.
Apáczai Csere János Faculty of the University of West Hungary, Major of Education for children with special needs, Győr, Hungary

Owing to the variances turning up at the early stage of psychological development in case of children with learning disabilities specific abilities are not functioning reliably; therefore these children are blocked in reaching acceptable learning performance expected by level of their intelligence and age. Disorders in abilities are not manifested as changes of performance alone but concern the whole personality and influence its development. The aim of this research was to compare the reactions of two groups of children in everyday life situations of frustration: children with learning disabilities and without learning disabilities (control group). Sixty 9–14 year-old children, supposed to be a representative group by age and intelligence performance, took Picture Frustration Test (Rosenzweig, 1950). The results revealed that, in a frustrating situation, children with learning disabilities show direct aggression toward the surroundings, whereas members of the control group reply with aggression toward themselves or avoid aggression and talk over bagatelle. Due to the significant differences, I intend to disclose coping strategies and personality factors protecting against stress in children with learning disabilities.