Therapy for Dyslexia
Dyslexia is a neurological condition that can pose lifelong challenges for an individual in their academic, professional, and social life. With the right support these challenges can be overcome (Wright, 2023). Therapy plays a crucial role in empowering individuals with dyslexia in boosting their confidence to succeed in their goals (Wright, 2023). Dyslexia does not define a person’s capabilities, however socio-cultural assumptions can impose feelings of inadequacy and inferiority on the individual, especially when the expectations of others are not met (Ryan, 2004).
Dyslexic children can appear to be socially immature in comparison to their peers which can lead to poor self-image and less peer acceptance (Ryan, 2004). Trouble in finding the right words may cause a pause in answering direct questions and this language functioning can put adolescents at a disadvantage with their peers (Ryan, 2004). In social situations misunderstanding verbal instructions can lead to ridicule, all of which has a psychological impact on the individual with reduced self-esteem and the fear for rejection or failure (Ryan, 2004). A common trait for people with Dyslexia is to be paranoid about making mistakes in front of others, particularly when spelling or using unfamiliar technical programs or reading timetables (Wright, 2023). At school a poor standard of written work does not represent the intelligence of a dyslexic person but may negatively affect an individual’s belief in their academic studies and abilities (Ryan, 2004). Albert Einstein was Dyslexic, and he is known for his intelligence, wit, and creativity (IMSE - Journal, 2017). Albert Einstein wrote to a friend “Words or language, as they are written or spoken, do not seem to play any role in my mechanism of thought” (IMSE - Journal, 2017). A dyslexic person may be able to do advanced calculus but have difficulty in remembering telephone numbers (Ryan, 2004). These variations cause a roller coaster effect for Dyslexics. At times they can accomplish tasks beyond the ability of their peers but in the next moment they are confronted with a simple task they cannot accomplish (Ryan, 2004). Performance fluctuates and this can be misunderstood causing Dyslexics to become fearful, frustrated or confused (IMSE - Journal, 2017).
Academic research shows that self-worth and confidence is strongly related to self-perception (Glazzard, 2010). Negative self-perception can be further exasperated with anxiety (Glazzard, 2010). According to Glazzard (2010) children and young adults with dyslexia have lower levels self-esteem and higher levels of anxiety. Worse than failing to meet other people’s expectations is the inability to achieve your own goals (Ryan, 2004). One difficult outcome for dyslexic people is to develop perfectionistic expectations with the belief that it is terrible to make a mistake (Ryan, 2004). Dyslexic people often anticipate failure and are fearful to enter new situations (Glazzard, 2010). Anxiety causes people to avoid what frightens you (Ryan, 2004). Frustration can also cause anger that the environment controls them and there is less ability to enjoy the positive experiences in life making it difficult to have fun (Glazzard, 2010). For adolescents, self-image becomes vulnerable to frustration and anxiety and the school experience may not have supported a positive self-image (Glazzard, 2010).
How to combat this low self-esteem is to have ownership of the dyslexic label (Glazzard, 2010). With support people with dyslexia can deal better with culturally imposed assumptions towards their difficulties (Glazzard, 2010). Addressing past experiences can support the psychological-emotional side of day-to-day issues. Anxiety is the most frequent emotional symptoms for dyslexic adults (Ryan, 2004).
Cognitive Behavioural Therapy can be beneficial for managing the emotional challenges associated with Dyslexia such as low self-esteem, anxiety, and frustration (Wright, 2023). By addressing negative thought patterns and building self-confidence can support a positive mind set towards learning (Riddick et al., 2019). Therapy is a safe space for individuals to express their frustrations and fears and learn to foster emotional well-being and resilience when navigating the world (Wright, 2023). At Vaughan counselling and psychotherapy, we have therapists experienced in CBT such as Tara who understands the importance of working through presenting life issues and concerns and proving a safe place for you to express yourself completely without fear of judgment.
References
Glazzard, J. (2010). The impact of dyslexia on pupils’ self-esteem. Support for Learning, [online] 25(2), pp.63–69. doi:https://doi.org/10.1111/j.1467-9604.2010.01442.x.
IMSE - Journal. (2017). 12 Famous People Who Struggled With Dyslexia Before Changing The World. [online] Available at: https://journal.imse.com/12-famous-people-who-struggled-with-dyslexia-before-changing-the-world/.
Riddick, B, Sterling, C, Farmer, M & Morgan, S. (1999). Self-esteem and Anxiety in the Educational Histories of Adult Dyslexic Students, Dyslexia, 5(4): 227-248.SEN Magazine (2019). The Emotional Consequences of Dyslexia. Accessed on the 8th February 2019, at https://senmagazine.co.uk/articles/articles/senarticles/what-are-the-emotional-consequences-of-dyslexia.
Ryan, M. (2004). Social and Emotional Problems Related to Dyslexia | LD OnLine. [online] www.ldonline.org. Available at: https://www.ldonline.org/ld-topics/reading-dyslexia/social-and-emotional-problems-related-dyslexia.
Wright, O. (2023). Therapy for Dyslexia. [online] UK Therapy Guide - Your Trusted Online Therapy & Counselling. Available at: https://uktherapyguide.com/therapy-for-dyslexia.