The Strategies Adopted by Dutch Children with Dyslexia to Maintain Their Self-Esteem When Teased at School

@article{Singer2005TheSA,
  title={The Strategies Adopted by Dutch Children with Dyslexia to Maintain Their Self-Esteem When Teased at School},
  author={Elly Singer},
  journal={Journal of Learning Disabilities},
  year={2005},
  volume={38},
  pages={411 - 423}
}
  • E. Singer
  • Published 2005
  • Psychology, Medicine
  • Journal of Learning Disabilities
This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their… Expand
Coping with academic failure, a study of Dutch children with dyslexia.
TLDR
Although self-talk emerged as an important component of all four strategies, it was employed both adaptively and maladaptively, and the students relied most strongly on support from their parents; teachers and peers were more likely to be seen as threats to self-esteem. Expand
Schoolwork of Adolescents with Dyslexia: Comparison of Adolescents', Mothers' and Teachers' Perspectives.
In the rare qualitative studies of the experience of adolescents with dyslexia in the school context, the authors looked at the perspectives of the adolescents themselves. Attention is rarely focusedExpand
Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding.
TLDR
The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties and the factors that promote successful psycho-social adjustment are essential to the development of effective prevention and intervention strategies. Expand
THE EDUCATIONAL, SOCIAL AND EMOTIONAL EXPERIENCES OF STUDENTS WITH DYSLEXIA: THE PERSPECTIVE OF POSTSECONDARY EDUCATION STUDENTS
The present study aimed at exploring the educational, social and emotional experiences of individuals with dyslexia both during school and tertiary education. For this purpose, semi-structuredExpand
What makes children behave aggressively? The inner logic of Dutch children in special education
The ambiguous results of existing intervention programmes show the need for new ways in research on aggression among children. The present study focuses on the children’s own perspective on theirExpand
Parental experiences of support for pupils with dyslexia: ignoring the effect on parents
This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in-depth, semi-structured interviews with sevenExpand
Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review
This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP). It builds on and updates Burden’s (2008) review andExpand
"I Dislike my Body, I am Unhappy, But my Parents are not Disappointed in Me" : Self-Esteem in Young Women with Dyslexia
Objectives: Strong self-esteem is related to good psychological health. Dyslexia has a negative effect on self-esteem, but this effect depends on support levels at home and/or school. Women withExpand
Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?
While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well-being and self-esteem of children with dyslexia, there appears to be aExpand
Psychological Well-being Trajectories of Individuals with Dyslexia Aged 3-11 Years.
TLDR
Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Expand
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