The Schools Role in Creating Successful and Unsuccessful Dyslexics
Middlesex University, London, UK
- Corresponding Author:
- Neil Alexander-Passe
Middlesex University, London
Tel: 07740 422095
E-mail: [email protected]
Received date: December 04, 2016 Accepted date: January 20, 2016 Published date: January 24, 2016
Citation: Alexander-Passe N (2016) The School’s Role in Creating Successful and Unsuccessful Dyslexics. J Psychol Psychother 6:238. doi:10.4172/2161-0487.1000238
Copyright: © 2016 Alexander-Passe N. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Introduction: This paper investigates school-based trauma and the life-long post-school effects of such trauma, creating successful/unsuccessful individuals in society.
Method: Three studies were investigated: (1) A study of N=20 successful dyslexics, many in business and the charity sectors, (2) A study of N=29 dyslexic adults, many indicating depressive symptoms; (3) A study of N=88 adults using a screening measure to indicate severity, looking at gender, degree-education, with profiles created to aid understanding.
Results: School-trauma was a found in all. Successful individuals enjoyed higher parental-child support, sports and non-academic subject success. As adults they were more willing to take risks, saw failure in a positive light, and frequently were self-employed, allowing a focus on strengths rather than weaknesses. Unsuccessful adults were prone to doubt their own abilities, self-blaming, pessimistic and getting upset when things go wrong.
Conclusion: School is a crucial environment that is the melting point of a young dyslexic’s life, an environment in which they learn how society works and whether they can succeed or fail, setting them on a path for life. Both successful/unsuccessful dyslexics agree that their educational experiences were mostly terrible and in most cases traumatic, but each have taken different lessons from their time at school.