Depression in Dyslexic Children Attending Specialized Schools: A Case of Switzerland

Leonova, Tamara

doi:10.5772/31074

Cited by 3 publications

(2 citation statements)

References 71 publications

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“…Leonova [75] in her review of dyslexia and depression noted that different measure and samples are commonly used and many ignore the importance of gender and educational establishment factors. Three studies were seen as robust [71,76,77].…”

Section: Dyslexia and Depression/mental Healthmentioning

confidence: 99%

The School’s Role in Creating Successful and Unsuccessful Dyslexics

Alexander-Passe¹

2016

J Psychol Psychother

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IntroductionThis paper researches the experience of dyslexics at school and how these experiences can either positively drive them to success or negatively drive them into helplessness and possibly crime.The nature vs nurture argument has a long history; from John Locke [1] in 1690 arguing that humans begin in a 'blank state' and that we are the product of our environment and experiences. Of course Darwin [2] and Galton [3] should not be discounted in this discussion, and this argument is summarized in Pinker [4]. Locke, Darwin and more modern thinkers have argued that we are the product of our environment, and all human experiences are placed into the mixing pot to create the individuals we are today. Thus in the case of dyslexics, who experience 10 or more years of hardship at school, where learning in classrooms is not differentiated to their needs, and by teachers that do not recognise they have different learning needs and requirements.It is argued that some teachers have perceived un-identified dyslexic children as 'lazy and 'stupid' through: (1) a lack of dyslexia/ SEN awareness; (2) a lack of understanding of dyslexia/SEN; and (3) a lack of training to identify and differentiate to engage all learners in their classrooms, creating a lack of educational opportunity. If success breeds success, then failure must also breed failure, thus it is argued:• Successful dyslexics are a product of using failure in a positive way (resilience) and more success reinforces this positivity• Unsuccessful dyslexics are a product of using failure in a negative way (learned helplessness) and more failure reinforces this negativity Literature ReviewThis paper uses a broad empirical review to introduce the reader to different aspects of a dyslexics journey through education and in the workplace, and theories to understand their post-school experience. Sections include: dyslexia, school experience/emotional coping in dyslexics, social exclusion, defining success, successful dyslexics, unsuccessful dyslexics, the disability paradox, dyslexia and depression/ mental health, and post-traumatic growth. Elliot and Grigorenko's [6] recent influential but controversial review of literature argued that the term dyslexia poorly defines a condition that affects not only reading, writing, spelling, but also short-term memory, balance, organisation, visual difficulties. There are also difficultly with no single model of diagnosis, with diagnosis Abstract Introduction: This paper investigates school-based trauma and the life-long post-school effects of such trauma, creating successful/unsuccessful individuals in society.

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Section: Dyslexia and Depression/mental Healthmentioning

confidence: 99%

The School’s Role in Creating Successful and Unsuccessful Dyslexics

Alexander-Passe¹

2016

J Psychol Psychother

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“…Leonova [18] in her review of dyslexia and depression notes that different measure and samples are commonly used and many ignore the importance of gender and educational establishment factors. Three studies were seen as robust [12,14,19].…”

Section: Emotional Coping In Dyslexicsmentioning

confidence: 99%

Dyslexia: Investigating Self-Harm and Suicidal Thoughts/Attempts as a Coping Strategy

Alexander-Passe¹

2015

J Psychol Psychother

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Purpose: This study aims to investigate the emotional perspective of having Dyslexia, a specific learning difficulty that not only affects literacy but many aspects of an individual's life, from childhood into adulthood. This paper investigates negative emotional coping which took place, which included self-harming with: alcohol, food, body injury, suicide thoughts and suicidal attempts. Method:The sample of N=29 diagnosed developmental dyslexics (N=22 with prior diagnosis of depression) were interviewed with a semi-structured script with a wide ranging script spanning childhood and adulthood experience. Interpretative Phenomenological Analysis (IPA) was used to analyse the data into themes.Results: Self-harm was greater in the depressive to non-depressive sample; however, the type of self-harm varied. Males and non-depressives tended to predominantly self-harm with alcohol, followed by food and then rarely with bodily harm, whereas females in general, tended to predominantly self-harm with food, then bodily harm and lastly alcohol. Overall depressives self-harmed predominantly with food and then equally between alcohol and bodily-harm. Conclusion:Each group had their own profile and suggests that self-harm is a complex issue, with self-harm activities happening both in child and adulthood.

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