Understanding guidance counselling needs of adults with dyslexia through the lens of a critical-recognitive social justice perspective and a biopsychosocial model of disability

Abstract

This article draws on the findings from a qualitatively-led sequential mixed methods doctorate study which was located within the Irish Adult Educational Guidance Services (AEGS) and focused on the guidance counselling needs of adults with dyslexia. Honneth's (2003) conceptions of recognition, equality and social justice, and the interactionist and non-reductionist biopsychosocial (BPS) model of disability (WHO 2011) provided an opportunity to examine and interpret the findings as matters of social justice. The wider application of Honneth's theory and the BPS model to career counselling practice are also considered.