How dyslexic teenagers cope: an investigation of self-esteem, coping and depression

Alexander-Passe, Neil

doi:10.1002/dys.318

Cited by 126 publications

(105 citation statements)

References 13 publications

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“…People with conditions that affect their appearance, such as psoriasis or excess hair, report low self-confidence and avoid social situations because of anticipation of negative social reactions [28,29]. People who stutter [30,31] or have dyslexia [32][33][34] also often fear and avoid social situations which may expose their difficulties and report anxiety and low self-esteem, and damage to career prospects. As in DP, people with dyslexia report that confirmation that their difficulties are due to a neurological condition can help to alleviate the sense of personal failure [33].…”

Section: Discussionmentioning

confidence: 99%

Psychosocial consequences of developmental prosopagnosia: A problem of recognition

Yardley

McDermott

Pisarski

et al. 2008

Journal of Psychosomatic Research

176

151

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Objective: To provide the first systematic in-depth description of the consequences of developmental prosopagnosia (DP; 'face blindness') for psychosocial functioning and occupational disability, in order to determine what kind of professional intervention may be needed. Methods: Semi-structured telephone interviews were carried out with 25 people whose selfreports of face recognition problems were confirmed by impaired scores on the Cambridge Face Recognition Test. Thematic analysis was used to inductively identify and understand common psychosocial consequences of DP. Results: All participants described recurrent and sometimes traumatic social interaction difficulties caused by recognition problems, such as failing to recognize close friends, work colleagues, and family members. These problems often led to chronic anxiety about offending others and feelings of embarrassment, guilt, and failure. Most participants described some degree of fear and avoidance of social situations in which face recognition was important, including family and social gatherings, and meetings at work. Long-term consequences could include dependence on others, a restricted social circle, more limited employment opportunities, and loss of self-confidence. Conclusion: The potential for negative psychosocial consequences and occupational disability posed by DP is as great as that posed by conditions which are currently afforded professional recognition and support, such as stuttering and dyslexia. Wider recognition of the problems prosopagnosia can cause could reduce anxiety about social interaction difficulties by making it easier to explain and justify recognition problems to other people, including employers. Greater professional awareness could facilitate detection and referral of those requiring support with coping with social interactions.

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Section: Discussionmentioning

confidence: 99%

Psychosocial consequences of developmental prosopagnosia: A problem of recognition

Yardley

McDermott

Pisarski

et al. 2008

Journal of Psychosomatic Research

176

151

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“…Second, epidemiological studies reveal rates of anxiety disorders in pre-school age children and adolescents ranging between 2.1% and 25% depending on methodological differences in the assessment plans [4][5][6]. About the 75% of all anxiety disorders starts at a median age between 11 and 21 years [7,8].…”

Section: Introductionmentioning

confidence: 99%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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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.

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“…Three studies were seen as robust [12,14,19]. Alexander-Passe found raised levels compared to norm teenage data, with females showing moderate depression, a view supported by Wilcutt and Pennington.…”

Section: Emotional Coping In Dyslexicsmentioning

confidence: 84%

“…), compared to adulthood where assisted adults or technology can be utilized. Scott [10] and Riddick [11], Alexander-Passe [12,13] and Willcutt and Pennington [14] note the frustration and anger that can build up inside dyslexics when faced with tasks that highlight their inabilities, causing stress and anxiety (the fear of an already experienced negative event or task). Figure 1 for Alexander-Passe [15] details a hypothesized 'Dyslexia Defence Mechanisms' to understand the manifestations from the dyslexia experience.…”

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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How dyslexic teenagers cope: an investigation of self-esteem, coping and depression

Cited by 126 publications

References 13 publications

Psychosocial consequences of developmental prosopagnosia: A problem of recognition

Psychosocial consequences of developmental prosopagnosia: A problem of recognition

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

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

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