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

Alexander-Passe, Neil

doi:10.4172/2161-0487.1000224

Cited by 11 publications

(7 citation statements)

References 48 publications

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“…Furthermore, future studies may profit from exploring—from a person‐centred perspective including qualitative analyses—what it means to be a student characterized jointly by the challenges of dyslexia and the pressures of dispositional perfectionism and perfectionistic self‐presentation, and examine if these pressures add further threats to the well‐being and the lives of students with dyslexia (cf. Alexander‐Passe, 2015; Flett et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Perfectionism, self‐stigma, and coping in students with dyslexia: The central role of perfectionistic self‐presentation

Stoeber

Rountree

2020

Dyslexia

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Dyslexia is a prevalent condition, and a significant percentage of students in higher education are dyslexic. Despite this, few studies have investigated dyslexia in university students and what personality dispositions may predict how students feel about help‐seeking for dyslexia and how they cope with dyslexia. Against this background, the present study investigated perfectionism, self‐stigma, and coping in 115 university students with dyslexia, examining the relationships between dispositional perfectionism (self‐oriented and socially prescribed perfectionism) and perfectionistic self‐presentation with self‐stigma of seeking help and adaptive versus maladaptive coping with dyslexia. Results from regression and mediation analyses showed that perfectionistic self‐presentation predicted higher levels of self‐stigma and maladaptive coping, and lower levels of adaptive coping. Furthermore, both forms of dispositional perfectionism predicted higher levels of self‐stigma and maladaptive coping, and lower levels of adaptive coping, via perfectionistic self‐presentation (dispositional perfectionism→perfectionistic self‐presentation → self‐stigma and coping). The findings suggest that perfectionistic self‐presentation plays a central role in the relationships of perfectionism, self‐stigma, and coping in students with dyslexia, and that impression management, aimed at presenting a perfect self‐image (and hiding imperfections), represents a significant risk for students seeking help for, and successful coping with, dyslexia.

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Section: Discussionmentioning

confidence: 99%

Perfectionism, self‐stigma, and coping in students with dyslexia: The central role of perfectionistic self‐presentation

Stoeber

Rountree

2020

Dyslexia

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“…Moreover, according to other studies, people with SLD can develop post-traumatic stress disorder (PTSD) related to school-based trauma [ 131 ]. People with SLD have been seen to be at risk of developing negative emotional coping strategies with the development of self-harm behaviors and suicide attempts [ 132 ]. Suicidality can also be related to learned helplessness, a condition characterized by a sense of powerlessness due to traumatic events or a persistent failure to succeed [ 133 ].…”

Section: Suicide In the Nddmentioning

confidence: 99%

“…Suicidality can also be related to learned helplessness, a condition characterized by a sense of powerlessness due to traumatic events or a persistent failure to succeed [ 133 ]. It is thought to be one of the underlying causes of depression, very common in people with SLD [ 132 ].…”

Section: Suicide In the Nddmentioning

confidence: 99%

Neurodevelopmental Disorders and Suicide: A Narrative Review

Gagliano,

Costanza,

Di Modica

et al. 2024

JCM

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Specific risk factors for self-harm and suicide in children and adolescents with neurodevelopmental disorders (NDD) may differ from those in the general population within this age range. In the present review paper, we conducted a narrative analysis of the literature, aiming to establish a connection between suicide and affective disorders in children and adolescents with NDD. Emotion dysregulation (ED) as an individual factor and adverse childhood experiences (ACE) as environmental factors are discussed as risk factors for suicidality in all individuals with NDD. We propose a theoretical model in which ED and ACE can directly lead to self-harm or suicide, directly or indirectly by interacting with depressive spectrum disorders. Additionally, we suggest that specific risk factors are more frequently associated with each of the neurodevelopmental disorders listed in the DSM-V. This review underlines the key points useful to improve the knowledge of the trajectory leading to suicide risk in NDDs with the purpose to facilitate the early identification of the suicide risk.

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“…Strong reading and writing abilities are essential for academic success, additional education, and economic growth (Alexander-Passe, 2015). Textual access, fluency, comprehension, grammar, subject structure, instruction follow-through, and knowledge sequencing difficulties are all associated with dyslexia.…”

Section: Literature Review Defining Dyslexiamentioning

confidence: 99%

Emotional Consequences and Coping Techniques of Higher Education Dyslexic Learners in Pakistan: Multiple Case Analysis

Naqvi

Aslam

Jamil³

2023

JSSR

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The main purpose of the current study was to explore higher education dyslexic learners' (HEDLs) awareness, experiences, emotional consequences, and coping strategies for dyslexia. It was a qualitative study with a case study method. Eight dyslexic students (Male=4, Female=4) were selected through the snowball sampling (purposive sampling) technique. The participants were from higher education institutions in Punjab. A semi-structured interview guide was developed through literature and expert opinion for the collection of data. The participants were interviewed face-to-face. All the interviews were transcribed. For the data analysis, a multiple-case analysis model explaining similar and alternating themes was used. According to the findings, the participants were aware of dyslexia. They faced academic challenges, as well as family relationship problems. They had a negative effect of emotional consequences which affected their academic and personal lives. All the participants used positive and negative coping strategies to deal with their learning disabilities. Teachers should be trained and educated about teaching dyslexia students like normal students.

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

Cited by 11 publications

References 48 publications

Perfectionism, self‐stigma, and coping in students with dyslexia: The central role of perfectionistic self‐presentation

Perfectionism, self‐stigma, and coping in students with dyslexia: The central role of perfectionistic self‐presentation

Neurodevelopmental Disorders and Suicide: A Narrative Review

Emotional Consequences and Coping Techniques of Higher Education Dyslexic Learners in Pakistan: Multiple Case Analysis

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