Gather AB notes (Part II), and lit rev analysis (Part III), and write an outline for a literature review.  Lit rev will also report on what is known about a certain topic related to the question you asked, but on a much smaller scale need to be much more narrow and focused with your question and your lit rev will reflect that. 

For the draft process,  create an outline. Use headings for each section. These could be considered "floors in a house". The introduction goes in the attic, the first main point goes on the second floor, etc.  Label that section "Practice". 

The other "floors"  or sections can include notes, quotes, and general comments on what will be put in that section, but these sections do not need to be written at this point. Extending out on our house metaphor, say "I will put a bed, a lamp, and a dresser in this section but I don't yet know exactly what the bed, lamp, and dresser look like, how I will describe them, and how I will arrange them. 

 

Based on the following:

Part II_ Annotated Bibliography

 

Smith, J. (2020). "The Impact of Learning Disabilities on Self-Esteem." Journal of Educational Psychology, 45(2), 123-136.

- This study explores the relationship between learning disabilities and self-esteem by examining the experiences of individuals diagnosed with learning disabilities. The findings highlight the challenges and coping strategies that impact self-esteem.

Brown, A. (2018). "Supporting Self-Esteem in Children with Learning Disabilities." Exceptional Children, 32(4), 289-304.

- Brown discusses strategies for educators and parents to support the development of self-esteem in children with learning disabilities. The article emphasizes the importance of a supportive environment in building self-confidence.

Johnson, S. (2019). "Personal Narratives of Learning Disability Diagnosis." Qualitative Research in Education, 12(3), 215-231.

- This qualitative research explores the personal narratives of individuals who have been diagnosed with learning disabilities. It delves into their experiences, emotions, and the journey towards building self-esteem.

Robinson, L. (2021). "The Role of Peer Support in Self-Esteem Development." Journal of Special Education, 38(1), 45-56.

- Robinson's research investigates the impact of peer support on self-esteem among individuals with learning disabilities. It underscores the significance of social connections and their role in self-esteem development.

White, M. (2017). "Interventions to Boost Self-Esteem in Adolescents with Learning Disabilities." Remedial and Special Education, 26(2), 121-135.

- This article reviews various interventions designed to enhance self-esteem in adolescents with learning disabilities. It provides insights into practical approaches for educators and therapists.

Self-esteem can be described as a judgment of an individual's own self-worth (Rosenberg, 1979). Although self-esteem is commonly understood as a trait and has been characterized as; remarkably stable over time ; (Campbell and Lavallee, 1993), it is likely that a person and self-esteem can change in response to a major life event, such as a diagnosis of a learning disability. Low self-esteem is often correlated with social, behavioral, and academic problems in school-age children (King & Daniel, 1996), and Durrant, Cunningham, & Voelker (1990) cited several studies suggesting an increased risk for low self-esteem. Self-esteem in children with learning disabilities correlates favorably with achievement over time in many domains of academic achievement (Kershner, 1990), so it can be academically detrimental if the diagnosis has caused a decrease in self-esteem in terms of overall quality of life.

It is possible to stigmatize the identification of people with learning disabilities. The basic premise of label theory is that deviance is not an inherent property of actions, but rather a socially constructed, pejorative concept, and quote: (Smith, Osborne, and Rhu, 1986,).
From the perspective of stigma theory, it can be expected that a diagnosis of a learning disability would damage the self-esteem of children, although the broader conceptualization of labeling theory often allows the study of labeling and positive effects in addition to negative effects (see Rist and Harrell 1982).

According to Raviv and Stone (1991), factors related to classification are one of the three reasons for poor self-esteem in children with learning disabilities, along with the consequences of academic failure and factors related to the disease itself, such as cognitive deficits, which can disrupt the child's development and self-concept. Children with learning disabilities may have low self-esteem Children with and without learning disabilities also face many daily challenges at school as they struggle to cope with the various barriers to learning and are at greater risk for low academic self-esteem. because this is the environment where they have the most problems. In other words, children with learning disabilities may have assumptions about their academic self that are directly related to their academic performance or class success, such as "I can't read and quote; I can't write.", or worse. It is important to remember that a child may have many different views on different areas of self-concept, some positive, and some negative, but the importance they place on each area affects their overall self-esteem.

Here are some examples that may apply to a child with a learning disability: I don't read words fluently and sometimes I slander them. I can't spell or write well. I appreciate reading and spelling. My self-esteem is probably negatively affected. I am an exceptionally talented artist and have an exceptional ability to draw people and life-like drawings. Others admire my drawings and they are always displayed on the walls of the school and in my house. Drawing is important to me and probably has a positive effect on my self-esteem. I am useless for sports. I can't hit the ball very far, my throw is pretty average and I have a lot of physical difficulties. Sports are not important to me; I'm glad I can just fool around and have fun instead of taking notes. My self-esteem is completely intact. I find it hard to put my feelings on paper and my writing is really bad. Writing is important to me, and it is an important skill that I recognize. I'm also very bad at music. I respect musicians and I need to be able to play an instrument well. I don't want to

go to school anymore and it hurts my self-esteem. Sometimes, by promoting and emphasizing the professional areas of the child, we can partially offset the negative impact of learning problems. It is important to monitor children who struggle in multiple areas, as they are often at higher risk for developing low self-esteem. This article examines the relationship between learning disabilities and children's self-esteem.

Smithand's research suggests that early diagnosis and intervention can help mitigate negative effects on self-esteem. The study provides valuable insights but is limited by the small sample size. Johnson and Brown's research focuses on youth with learning disabilities. They found that a supportive educational environment can significantly increase self-esteem.

However, the study does not consider the possible influence of other factors such as family support. Davisand's longitudinal study provides an in-depth look at the long-term impact of learning disabilities on self-esteem. The results suggest that self-esteem can improve over time with appropriate support and intervention. A strength of the study is its longitudinal approach, but it may not be appropriate for all types of learning disabilities.

Smith, J. (2019). Learning Disabilities and Self-Esteem. Journal of Educational Psychology, 34(2), 123-134.

Children with learning disabilities may have low self-esteem. (2019, July 04). Retrieved August 14, 2020, from https://uldforparents.com/contents/children-with-learning-disabilities-may-have-low-self-esteem/

MacMaster, K., Donovan, L., & MacIntyre, P. (2002, June 01). The Effects of Being Diagnosed with a Learning Disability on Children's Self-Esteem. Retrieved August 14, 2020, from https://www.questia.com/read/1G1-94591678/the-effects-of-being-diagnosed-with-a-learning-dis ability

Johnson, L., & Brown, T. (2020). The Impact of Learning Disabilities on Adolescent Self-Esteem. Developmental Psychology, 45(3), 456-468.

Davis, M. (2018). Self-Esteem and Learning Disabilities: A Longitudinal Study. Journal of Learning Disabilities, 50(1), 78-89.

 

Part III_ Lit Rev Analysis.

How Your Childhood Affected Your Ability to Co-Parent
Parenting Styles Are Shaped by Early Experiences: A person's parenting style is greatly influenced by their upbringing. Your upbringing frequently serves as a model for how you should raise your own children. You might instinctively gravitate toward a similar kind of co-parenting if you were raised in a cooperative and encouraging environment. On the other hand, if you experienced conflict or neglect as a child, you may unintentionally carry those feelings into your co-parenting relationship.
Emotional baggage: A person's emotional health is influenced by their early experiences. You can bring emotional baggage into your co-parenting partnership if you experienced emotional neglect, abuse, or instability as a child. This can show up as communication problems, trust concerns, or unresolved trauma, making co-parenting less successful. Attachment Styles: According to attachment theory, your adult attachment style might be influenced by how you were attached to your primary caregivers as a kid. These attachment patterns can affect the relationships of co-parents when they show themselves as challenges with intimacy, trust, and coping with separation.

Explanation:
I. How Your Childhood Affected Your Ability to Co-Parent
Parenting Styles Are Shaped by Early Experiences: A person's parenting style is greatly influenced by their upbringing. Your upbringing frequently serves as a model for how you should raise your own children. You might instinctively gravitate toward a similar kind of co-parenting if you were raised in a cooperative and encouraging environment. On the other hand, if you experienced conflict or neglect as a child, you may unintentionally carry those feelings into your co-parenting relationship.
Emotional baggage: A person's emotional health is influenced by their early experiences. You can bring emotional baggage into your co-parenting partnership if you experienced emotional neglect, abuse, or instability as a child. This can show up as communication problems, trust concerns, or unresolved trauma, making co-parenting less successful. Attachment Styles: According to attachment theory, your adult attachment style might be influenced by how you were attached to your primary caregivers as a kid. These attachment patterns can affect the relationships of co-parents when they show themselves as challenges with intimacy, trust, and coping with separation.
Resolution of Conflicts: How disputes are handled in your family of origin greatly influences how well you can handle arguments in your co-parenting partnership. If you were raised in a household where disagreements were either badly handled or disregarded, you may find it difficult to settle arguments amicably when you are a co-parent.
II. The Difficulties of Co-Parenting with Separated or Divorced Parents
Communication Breakdown: The key to successful co-parenting is effective communication. However, unresolved feelings from the past or current problems related to the separation can make it difficult for divorced or separated parents to communicate openly and productively. Relationship tension, miscommunication, and misunderstandings may result from this.

Different Parenting Techniques: After a divorce, co-parents who had similar parenting techniques throughout their marriage may start using different methods. Disparities like this might cause arguments over rules, discipline, and parenting choices.
Organizing Schedules: Divorced or separated parents may find it extremely difficult to plan their visiting, holiday, and other shared obligation schedules. If these schedule conflicts are not handled well, they may cause annoyance and arguments.
Anger and Resentment: Hanging onto anger and resentment can be very difficult. These feelings may impair one's capacity to decide what is best for the kids and create a poisonous co-parenting atmosphere.
External Influences: The co-parenting relationship may be impacted by new partners or members of the extended family. Complicating things can be co-parents' rivalry or jealousy of their new relationships.
III. Useful Co-Parenting Techniques
Put the Welfare of the Children First: The children's best interests should come first for both co-parents. This is making choices that put the children's mental and physical health first, even if it means sacrificing individual desires.
Honest and Polite Communication: It's essential to communicate honestly, politely, and clearly. Use tools like co-parenting applications, email, and planned conversations to reduce misunderstandings and keep things civil.
While it's normal for co-parents to have diverse parenting philosophies, try to maintain consistency in your routines and standards. Maintaining a certain level of continuity might be comforting since children need to feel stable.
Counseling or Mediation: If there is a breakdown in communication, you might want to look into hiring a family therapist or mediator. They can offer advice on settling disputes and enhancing the co-parenting dynamic, as well as a detached viewpoint.
Respect limits: Set distinct limits between your personal lives and co-parenting arrangements. Refrain from engaging the kids in grown-up arguments and show each other privacy.
Flexible Scheduling: Have the willingness to change plans as needed. Since life can be unpredictable, scheduling flexibility helps lessen tension and conflict.
Self-Care: Separated or divorced parents should put their health first. You can be a better parent and co-parent if you look after your mental and emotional well-being.
Legal Agreements: To formalize arrangements, consider signing a well-drafted parenting plan or custody agreement. These records can reduce ambiguity and minimize disagreements.
Seek Support: Don't be afraid to ask friends, family, or support groups for assistance. Talking to people who have experienced similar circumstances about your worries and experiences can be reassuring and insightful.
IV. A Guide to Effective Co-Parenting
Co-parenting successfully might be difficult after a divorce or separation, but it's essential for the kids' welfare. Your co-parenting approach may be influenced by the effects of your past, but it's important to acknowledge these tendencies and try to overcome them.

Co-parents can create a strong and enduring co-parenting relationship by emphasizing good communication, common parenting principles, and the children's best interests. Remember that co-parenting is a continuous process, and as you both change and mature, your partnership can provide your kids with a supportive and loving atmosphere.

References:
1. Fitzgerald, F. S. (1925). The Great Gatsby. Charles Scribner's Sons.
2. Salinger, J. D. (1951). The Catcher in the Rye. Little, Brown and Company. 3. Lee, H. (1960). To Kill a Mockingbird. J.B. Lippincott & Co.

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