Second–Generation Research on Resilience: Social–Emotional Aspects of Children with Learning Disabilities

Abstract

The goal of this commentary is to focus attention on the various protective factors examined by the four studies of this special issue, in order to predict resilient functioning. These factors include internal factors (cognitive information processing, affective information processing—the attachment/proximity conceptualization) as well as external factors such as teacher perceptions and classroom ecology. By bringing together major themes from these studies, this commentary aims to explicate core elements of resilience in order to enhance the conceptual clarity of the construct within empowerment models, and to point out major directions for future research. Questions emerging from the results yielded by these studies will also be presented.

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