The present study aimed at investigating the effect of training on some coping strategies with behavioral nature on positive/adaptive psychological adjustment among a sample of primary stage students who have some learning difficulties. To achieve this aim, the procedures of the study were carried through five stages. The first stage included validating the tools used on the study. While in the second stage, children with learning difficulties were diagnosed according to the three criteria which are internationally known: spacing, exclusion, special education. The third stage included dividing children with learning difficulties into four groups; three experimental groups (training on information search strategy group, training on focus on solution strategy group, training on active coping strategy group) and a fourth group (control group) which comprised a group of children with learning difficulties but did not receive any experimental treatment. On the other hand, the fourth stage included using the T-test to identify the significance and the direction of the differences between students' marks in both pre- and post administration of psychological adjustment scale with its two dimensions (positive and adaptive) in an attempt to identify the effect of each strategy of the three used strategies. Moreover, one-way Annova analysis was carried to identify the most effective strategy in increasing positive psychological adjustment. Finally, the fifth stage included interpreting the obtained results which indicated the positive role of coping strategies in enhancing positive psychological adjustment among children with learning difficulties. Also, the results showed that active coping strategy was the most effective strategy followed by focus on solution strategy then information search strategy. These results were discussed in the light of theoretical background and previous studies and researches. After that, the study provided some recommendations and suggested researches |
