Optymistyczne podejście do życia jako czynnik ochronny dla nastolatków z LD i ADHD

Main Article Content

Dikla Wizman-Man


The objective of this study is to examine the influenceof life-stories narrative intervention programs on the optimistic approach towards life of adolescents with learning disabilities (LD) and attention deficitdisorders (ADHD). Changes in the optimistic approach towards life of adolescents with LD and ADHD who took part in an intervention program were compared pre-and post-program and to ordinary high school graduates who did not participate in the program. The findingsindicate a significantimprovement in the level of optimism pre- and post- intervention program. In addition, higher levels of optimistic approach towards life in the general index and relating to graduates’ level of optimism in situations of uncertainties were reported among graduates with LD and ADHD, compared with regular high school graduates. No differences were found in other aspects of the questionnaires. Results call for further research on additional protective variables, and on the effectiveness of the intervention program in both special education and regular high schools.


Download data is not yet available.

Article Details

Jak cytować
Wizman-Man , D. (2018). Optymistyczne podejście do życia jako czynnik ochronny dla nastolatków z LD i ADHD. Studia Edukacyjne, (48), 377-391. https://doi.org/10.14746/se.2018.48.25
Studia i rozprawy


    Administration of Medicine, Department for Health Issues, Ministry of Health. (Hebrew).Al-Yagon M., Mikulincer M., Patterns of Close Relationships and Socioemotional and Academic Adjustment among School-Age Children with Learning Disabilities, Learning Disabilities Research and Practice, 2004, 19(1).Al-Yagon M., Mikulincer M., Socioemotional and Academic Adjustment among Children with Learning Disorders: The Meditational Role of Attachment Based Factors, Journal of Special Education, 2004, 38.

    American Psychiatric Association (APA), DSM IV-TR, A Diagnostic and Statistical Manual of Mental Disorders, 4th edition, American Psychiatric Association, Washington DC 2000.American Psychiatric Association (APA), DSM-5, A Diagnostic and Statistical Manual of Mental Disorders, 5th edition, American Psychiatric Association, Washington DC 2013.APA, The Road to Resilience, 2009, [Retrieved: 20.09.11] from http://www.apahelpcenter.org/featuredtopics/feature.php?id=6&ch=1Barkley R.A., Attention – Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treat-ment, 3rd edition, Guilford Press, New York 2006.Bender W.N., Wall M.E., Social Emotional Development of Students with Learning Disabilities, Learning Disability Quarterly, 1994, 17.Boman P., Smith D.C., Curtis D., Effects of pessimism and explanatory style on development of anger in children, School Psychology International, 2003, 24.Buchanan G., Seligman M.E.P., Explanatory style, Hillsdale, Erlbaum, New York 1995.Burke K.L., Joyner A.B., Czech D.R., Wilson M.J., An investigation of concurrent validity be-tween two optimism/pessimism questionnaires: The life orientation test-revised and the optimi-sm/pessimism scale, Current Psychology, 2000, 19.Carver C.S., Michael F., Scheier B., Segerstrom S.C., Optimism, Clinical Psychology Review, 2010, 30.Disabilities, Learning Disability Quarterly, 27(1).Edelstein A., Cohen S., Risk factors and protective factors for suicidal behavior among Ethiopian--Israeli youth. From disconnection to integration, 2008, 15.Einat A., Einat T., Indictment: learning disabilities, dropping out and delinquency, The United Kibbutz Movement, 2007.Elksnin L.K., Elksnin N., The Social-Emotional Side of Learning, Etiology, Assessment, and Tre-atment, [in:] Touching beyond the Armor: Conversation between the Internal World and the Life Cover of the Student with Attention Deficit Hyperactivity Disorder, Ministry of Educa-tion Press, 2004. (Hebrew).Evangelos C., Konstantinos K., Georgios D., Optimism, Self-efficacy and Information Proces-sing of Threat and Well Being Related Stimuli, Stress and Health, 2007, 23.Haggerty R.J., Sherrod L., Garmezy N., Rutter M., Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions, Cambridge University Press, Cam-bridge, UK 1994.Hass A., Types of responses, adaptation and coping of students with visual impairments, for inc-lusion in schools, Research for the degree of Doctor of Philosophy, Submitted to the Senate of Ben-Gurion University of the Negev 2006.Lackaye T., Margalit M., Comparisons of Achievement, Effort and Self-Perceptions among Stu-dents with Learning Disabilities and Their Peers from Different Achievement Groups, Journal of Learning Disabilities, 2006, 39(5).Lackaye T., Margalit M., Ziv O., Ziman T., Comparisons of Self-Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non-LD-Matched Peers, Lear-ning Disabilities Research & Practice, 2006, 21(2).Lahad M., Fantastic Reality and Creative Therapy Training, Nord, Haifa 2006.LDA Canada (Learning Disabilities Association of Canada), Official Definition of Learning Disabilities, 2002, Available at http:www.ldac-acta.ca/learn-more/ld-defined/a-wor-king-description-of-learning-disabilities.Margalit M., Loneliness, the Salutogenic Paradigm and Learning Disabilities: Current Research, Future Directions, and Interventional Implications, The Cruickshank Memorial Lecture, Thalamus, 2006, 24(1).

    391391Optimistic Approach Towards Life as a Protective Factor for Adolescents with LD and ADHDMarom M., Chronic and disturbing pressures, and critical life events as predictors of mental health and a process of leaning an organization among new workers: the mitigating effect of mental strength and social support, Dissertation, Department of Psychology, Bar Ilan University 1999.McConaughy S.H., Volpe R.J., Antshel K.M., Gordon M., Eiraldi R.B., Academic and Social Impairments of Elementary School Children with Attention Deficit Hyperactivity Disorder, School Psychology Review, 2011, 40(2).Ministry of Health, Ministry of Health Circular, 2010/40, File 2/14.Morrison G.M., Cosden M.A., Risk, Resilience, and Adjustment of Individuals with Learning Disabilities, Learning Disability Quarterly, 1997, 20.Or-Noy A., Attention Deficit Disorders with or without Hyperactivity, 2009.Ozdemir S., A Comparison of Problem Behavior Profiles in Turkish Children with AD/HD and non-AD/HD Children, Electronic Journal of Research in Education and Psychology, 2010, 8(1).Scheier M.F., Carver C.S., Optimism, coping and health: assessment and implications of generali-zed outcome expectancies, Health Psychology, 1985, 4.Scheier M., Carver C., Bridges M., Optimism, Pessimism and Psychological Well-Being, [in:] Optimism & Pessimism Implications for Theory, Research and Practice, Ed. E.C. Chang, American Psychological Association, Washington DC 2001.Seginer R., Mental Distress, Personal Resources, and Developmental Tasks: Personality Correlates of Future Orientation of Adolescents, Studies in Education, 2016, 25 (Hebrew).Shalsky S., Alpert B., Ways to write qualitative research. From the dissolution of reality to its construction as text, Published by the Mofet Institute 2007.Sobanski E., Banachewski T., Asherson P., Buitelaar J., Chen W., Franke B., Holtmann M., et al., Emotional Lability in Children and Adolescents with Attention Deficit/Hyperactive Di-sorder (ADHD): Clinical Correlates and Familial Prevalence, Journal of Child Psychology and Psychiatry, 2010, 51(8).Sulimani-Aidan Y., Benbenishty R., Future expectations of adolescents in residential care in Israel, Children and Youth Services Review, 2011, 33.Tiano S., Manor A., Living with ADHD, Dionon, Tel Aviv 2005.White M., Maps of Narrative Practice, W.W Norton & Company, New York – London 2007.Zeidner M., Effective indicators in educational environments, [in:] Guidelines for Renewal of Edu-cation Indicators in Israel, Eds. M. Justman, G. Bukobza, Initiative for Applied Research in Education, Israel Academy of Sciences and Humanities, Jerusalem 2010.