Depression, Anxiety at School and Self-Esteem in Children with Learning DisabilitiesMarianna Alesi*, Gaetano Rappo and Annamaria Pepi
Department of Psychological Sciences, Pedagogy and Education, University of Palermo, Viale Sciences Building 15, 90135, Palermo, Italy
- Corresponding Author:
- Dr. Marianna Alesi
Department of Psychological Sciences
Pedagogy and Education, University of Palermo
Viale Sciences Building 15, 90135, Palermo, Italy
E-mail: [email protected]
Received date: June 03, 2014; Accepted date: July 09, 2014; Published date: July 20, 2014
Citation: Alesi M, Rappo G, Pepi A (2014) Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities. J Psychol Abnorm Child 3:125. doi:10.4172/2329-9525.1000125
Copyright: © 2014 Alesi M et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.
The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.
One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.