Öğrenme Güçlüğü Olan Öğrencilerin Psikolojik Dayanıklılıklarının Belirlenmesi

Psychological resilience refers to an individual's ability to maintain mental well-being, cope, and emerge stronger from stressful events, trauma, or challenges. A review of the relevant literature suggests that psychological resilience can only be discussed in the context of a risk situation, where individuals must successfully navigate and overcome this challenging environment. From a psychological resilience perspective, one group at risk is undoubtedly individuals with learning disabilities. Understanding the psychological resilience of children with learning disabilities and developing supportive interventions in this area is a matter. The aim of this study, therefore, is to determine the psychological resilience of students with learning disabilities. A phenomenological approach was adopted in the study, enabling an in-depth examination of the dimensions of psychological resilience, including problem-solving, stress coping, assertiveness, and communication skills, among students with learning disabilities. The study group consists of 31 children with learning disabilities, selected through criterion sampling. Data were collected using a semi-structured interview form and analyzed through descriptive analysis. The findings of the study reveal that students with learning disabilities face significant challenges in problem-solving, stress coping, emotional awareness, assertiveness, and communication.