RESUMEN
Not seemingly measuring up to Western societies' educational and occupational expectations for success, adults with dyslexia are at risk for discrimination, humiliation, low self-esteem, low self-efficacy, depression, and anxiety. We analysed 113 responses to the final comment question that was incorporated at the end of a quantitative survey on the socioemotional experiences of adults with dyslexia. The final comment question was not intended for conveying personal experiences, yet the final comment responses were personal, in-depth, and substantive - indicators of quality recommended in survey research. Thematic analysis was used to analyse the data and develop themes. One overarching theme was yearnings for understanding and acceptance. Its associated subthemes included (1) "This stuff is torture", (2) "Thank God I'm not normal, (3) educational experience, (4) coping strategies, (5) family support, and (6) generational dyslexia. This study contributes to the small but growing body of literature on the socioemotional experiences of adults with dyslexia. Among the implications for practice, policy and research, a larger challenge at the broader society level that embraces diversity, equity, and inclusion for individuals with dyslexia is forefront.
Asunto(s)
Dislexia , Humanos , Adulto , Dislexia/psicología , Adaptación Psicológica , Ansiedad , Autoeficacia , InternetRESUMEN
This study responds to a call for more research on working adults with dyslexia investigating how employment-related factors affect and relate to one another. Two important work-related factors are self-efficacy and emotional experience with dyslexia. Work self-efficacy is viewed one of the most vital intrapersonal capacities in the work environment. It can be viewed as a subjective indicator of work success and is conceptualized as a multidimensional construct. Research speaks to a unique emotional experience stemming from living with an often misunderstood and stereotyped learning difference. The participants were 173 working adults with dyslexia (average age = 43.5 years, females = 56.6%) who participated in a web-based survey. Hierarchical multiple regression analyses revealed that more negative or uncomfortable emotions emanating from living with dyslexia predicted lower levels of total work self-efficacy, work attributes, work competency, and work anxiety over and beyond background contextual variables. Implications of these findings are discussed.
Asunto(s)
Dislexia/psicología , Emociones , Autoeficacia , Trabajo/psicología , Adulto , Femenino , Humanos , Masculino , Encuestas y CuestionariosRESUMEN
OBJECTIVES: Despite the growing body of evidence that suggests dyslexia persists through the life span, there is a dearth of research that explores the complicating factor of dyslexia in late adulthood. Based upon stress and coping theory, this study examined whether perceived family support protects the impact of negative emotional experience with dyslexia on self-esteem. METHODS: Adults aged 21 years and older with diagnosed or self-reported dyslexia were participants in a web-based survey. A total of 224 individuals completed the survey. These findings are from the 50 participants who reported to be 60 years or older. Completed measures include their perception of family support, emotional experience with dyslexia, self-esteem, and demographic variables. RESULTS: Preliminary analysis revealed that negative emotional experience with dyslexia negatively impacts self-esteem. Hierarchical moderated regression analysis demonstrated that positive perceived family support significantly buffers, mitigates, and protects the effects of negative emotional experiences with dyslexia on self-esteem in individuals with dyslexia in late adulthood. CONCLUSION: In this study, family support promoted self-esteem because as a protective dynamic, it helped older adults cope with the emotional distress associated with dyslexia. Implications of these findings are discussed.
Asunto(s)
Dislexia/psicología , Relaciones Familiares/psicología , Autoimagen , Apoyo Social , Anciano , Estudios Transversales , Femenino , Humanos , Masculino , Persona de Mediana EdadRESUMEN
Although a growing body of literature shows that perceived family support (PFS) influences self-esteem in adults with dyslexia, little empirical attention has been given to the mechanisms through which this effect operates across early, middle, and late adulthood. The present study examined the mediational effect of emotional experience with dyslexia (EED, emotions stemming from living with an often misunderstood and stereotyped learning difficulty) that may account for the empirical link between PFS and self-esteem. The participants were 224 adults with self-identified dyslexia (average age = 49.1 years, males = 64.7%) who participated in a Web-based survey. A bootstrapping analysis (a new approach to mediational analysis) revealed that EED mediated the relationship between PFS and self-esteem across the entire sample and in early and middle adulthood. The mediational effect was strongest in early adulthood. Implications of these findings are discussed.
Asunto(s)
Cuidadores/psicología , Dislexia/psicología , Emociones , Negociación/psicología , Autoimagen , Apoyo Social , Adulto , Anciano , Estudios Transversales , Femenino , Humanos , Masculino , Persona de Mediana Edad , Adulto JovenRESUMEN
Women health professionals who join academe reformulate their identities as they become professors and teachers. Teacher inquiry is a systematic intentional study of one's own professional teaching practice that framed the question "Who am I as a teacher?" Using a process of dialogal research, we explored our biases and assumptions about teaching, which served as the source for our data. We discovered that our teaching included being a "judge," "lifelong learner," "bridge to learning," and "researcher," and that our teaching was "affected by temporality" and "the environment." As teachers, we are "someone who works through challenges." We suggest that teacher inquiry can empower allied health educators, change educational practice, and provide meaningful opportunities for the professional development of faculty.
Asunto(s)
Comunicación , Docentes Médicos , Rol , Autoimagen , Femenino , Conocimientos, Actitudes y Práctica en Salud , HumanosRESUMEN
This exploratory study uses a nonprobability purposive sample to investigate the perceptions of domestic violence service providers in rural regions of North Carolina and Virginia. Investigators gathered data incorporating both quantitative and qualitative methods. Quantitative data were retrieved through the development and distribution of a self-administered survey targeting service provider perceptions about the general public, consumers of services, self-perceptions, and perceptions related to inter- and intra-agency issues. Qualitative data were collected to provide further elaboration on the topic through the use of a focus group composed of rural service providers. The focus group was facilitated by the investigators. Findings identified deficits in public knowledge, agency resources, and community resources, and professional development as being the most problematic issues. Victims were perceived as having to face multiple issues and barriers when seeking services. Implications of these findings are discussed as well as the need for continued research efforts.