与阅读障碍一起成长:孩子和家长对学校斗争、自尊和心理健康的看法

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-11-09 DOI:10.1002/dys.1729
Adrienne Wilmot, Hannah Pizzey, Suze Leitão, Penelope Hasking, Mark Boyes
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引用次数: 4

摘要

与正常阅读的同龄人相比,患有阅读障碍的儿童内化(如焦虑)和外化(如攻击)心理健康问题的风险更高;为什么会出现这种情况在很大程度上是未知的。我们的目的是从孩子和父母的角度探讨阅读障碍患者成长过程中的社会情感体验。在这样做的过程中,我们的目标是在阅读障碍的背景下更好地理解自尊和心理健康。对17名阅读困难儿童(9-14岁)进行一对一半结构化访谈;使用Braun和Clarke的反思性主题分析方法和神经多样性透镜对16名被诊断为阅读障碍的儿童和他们的母亲(分别采访)进行分析。我们开发了三个主题来解决研究目标:(1)不同的好/坏的方式;(2)疲惫不堪;(3)它需要一个社区:家庭和学校的联系。孩子们讨论了他们的“担忧”,并经历了与学校有关的压力和尴尬。母亲认为孩子的内化和外化行为(崩溃)、拒绝上学和抵制家庭作业是对孩子由于“人与环境契合度”不佳而在学校挣扎的情绪反应。我们的分析强调了父母的支持、友谊和与学校的联系对患有阅读障碍的儿童的健康的特别重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health

Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem and mental health in the context of dyslexia. One-to-one semi-structured interviews with 17 children with reading difficulties (aged 9–14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having “worries” and experiencing school-related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor “person-environment fit.” Our analysis highlights the particular importance of parent support, friendship, and school-connectedness for the wellbeing of children with dyslexia.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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