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

  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},
  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.
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.
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 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.
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


Personal Experiences and Adjustment of Dutch Adults with Dyslexia
Twenty-seven Dutch adults (ages 20-39) with dyslexia participated in individual in-depth interviews about the way they coped with their life and their disability. The interviews were transcribedExpand
Living with dyslexia : the social and emotional consequences of specific learning difficulties
Foreword Preface 1. Defining Dyslexia: An overview of dyslexia and specific learning difficulties 2. The Educational Perspective 3. Researching the Social and Emotional Consequences of Dyslexia 4.Expand
The Role of Emotion in Children's Selection of Strategies for Coping with Daily Stresses.
The role of emotion in children's selection of strategies for coping with common daily hassles was investigated. Children (N = 108) in grades 1, 3, and 5 were presented with stories describing commonExpand
Culturally Mediated Learning and the Development of Self-Regulation by Survivors of Child Abuse: A Vygotskian Approach to the Support of Survivors of Child Abuse
In his studies of handicapped and ‘difficult’ children, Vygotsky applied one of his basic assumptions in the domain of affective development: that human individuals try to master themselves from theExpand
Why do children resist or obey their foster parents? The inner logic of children's behavior during discipline.
A study of children's perspectives on disciplinary conflicts with their foster parents found fierce resistance among foster children was motivated by inner conflicts and confusion, and obedience among fosterChildren often derived from fear of punishment or a feeling of impotence. Expand
Impact of social comparisons on the developing self-perceptions of learning disabled students.
Learning disabled (LD) children's self-perceptions were investigated using the Perceived Competence Scale for Children (Harter, 1982). This self-report instrument taps children's perceptions of theirExpand
Concerns of Families of Children with Learning Disabilities
Parents of eight different families were interviewed in depth, and seven themes emerged from the interviews that indicated many emotional strains from parenting children with learning disabilities. Expand
Learning Disabilities and Psychosocial Adjustment: A Critical Review
Research is reviewed that assesses the extent to which difficulties in psychosocial adjustment are characteristic of broadly defined learning disabilities (LD) and of specific patterns of academicExpand
Sociometric status and social behaviour of children with and without learning difficulties.
  • D. Nabuzoka, P. Smith
  • Psychology, Medicine
  • Journal of child psychology and psychiatry, and allied disciplines
  • 1993
The sociometric status and behaviour of 179 children aged 8.0-12.0 years, including 36 children with learning disabilities, were examined and LD children were nominated as shy, seeking help and as victims of bullying significantly more than non-LD children; fewer were nominations as cooperative or as a leader. Expand
The Construction of the Self: A Developmental Perspective
Contemporary Issues and Historical Perspectives. The Normative Development of Self-representations during Childhood. The Normative Development of Self-representations during Adolescence. TheExpand