Author: Farzana Ashraf
Supervisor: Najma Najam, PhD
Degree: PhD
Year: 2015
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
Abstract
Adolescents with learning disabilities often experience significant psychological disturbances. There is some evidence to suggest that these psychological problems may be related to mental health, behavioral executive functioning and adjustment problems that are linked to their learning disabilities. Adolescence is a crucial phase of development as adolescents experience more transitional changes than any other age group, primarily because this phase is characterized by abrupt fluctuations in development. Many areas of adolescence research have signified the impact of learning disabilities on adolescents’ overall psychological functioning pertaining to mental health, behavioral issues and adjustment problems. This research investigates the impact of learning disabilities on mental health (depression), behavioral executive functioning and adjustment problems in adolescents. The aim of present study was; (i) to examine whether learning disabilities are likely to have significant impact on adolescents’ mental health (depression), behavioral executive functioning and adjustment; (ii) to find out differences in depression, behavioral executive functioning and adjustment problems across genders, ages (early and middle adolescence) and school (public and private); (iii) to test whether learning disabilities are likely to predict depression, behavioral executive functioning and adjustment problems in adolescents. The participants of study comprised of 217 adolescents (male = 112, female = 105), ages across 11 to 16 years. Sample was recruited through systematic random sampling technique. The measurement tools used for assessment of learning disabilities, depression, behavioral executive functioning and adjustment problems were, Learning Disabilities Checklist (Ashraf & Najam, 2014), Children Depression Inventory (Kovacs, 1981), Behavioral Rating Inventory of Executive Functioning (Gioia, Isquith, Guy & Kenworthy, 2000) and Personality Inventory for Children (Wirt, Lachar, Klinedinst, Seat & Broen, 1977) respectively. Analysis revealed that learning disabilities have significant impact on depression and adjustment problems as adolescents with learning disabilities scored high on study variables than their peers without learning disabilities. Moreover, learning disabilities were positively correlated with depression and adjustment problems in adolescents. Male adolescents with learning disabilities manifest more adjustment problems and female adolescents with learning disabilities reported more depression, behavioral executive malfunctioning and adjustment problems than those with no learning disabilities. Additional analysis indicated that adolescents in junior classes reported higher level of learning disabilities and behavioral executive malfunctioning. It was also found that middle adolescent with learning disabilities reported poor behavioral executive functioning and adjustment problems than their peers with no learning disabilities. Present study finding revealed learning disabilities as a strong predictor of depression and adjustment problems in adolescents of public school when compared with those from private schools. Findings of present study have important implications for teachers, researchers and school psychologists in taking suitable measures for management of learning disabilities in more significant ways among school going adolescents.
Keywords: Learning disabilities, depression, behavioral executive functioning, adjustment problems.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: chairperson@appsy.pu.edu.pk, Phone: 92-42-9231245
