Abstract
I have had the opportunity to work with many children and adolescents with learning disorders during the past 30 years. In conducting therapy with these youths, I became increasingly aware that most were burdened by feelings of low self-worth and incompetence and that many believed that their situation would not improve. Not surprisingly, this sense of hopelessness served as a major obstacle to future success. Once children believe that things will not improve, they are likely to engage in self-defeating ways of coping such as quitting or avoiding tasks, blaming others for their difficulties, or becoming class clowns or bullies. Thus, a negative cycle is often set in motion, intensifying feelings of defeat and despair.
Similar content being viewed by others
References
Brooks, R. B. (1991). The self-esteem teacher. Loveland, OH: Treehaus Communications.
Brooks, R. B., & Goldstein S. (2001). Raising resilient children. Chicago, ILL: Contemporary Books.
Deci, E., & Flaste, R. (1995). Why we do what we do: Understanding self-motivation. New York: Guilford.
Goleman, D. (1995). Emotional intelligence. New York: Bantam.
Segal, J. (1988). Teachers have enormous power in affecting a child’s self-esteem. The Brown University Child Behavior and Development Newsletter, 10, 1–3.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Brooks, R.B. Fostering motivation, hope, and resilience in children with learning disorders. Ann. of Dyslexia 51, 9–20 (2001). https://doi.org/10.1007/s11881-001-0003-4
Issue Date:
DOI: https://doi.org/10.1007/s11881-001-0003-4