• Defining dyslexia
• Symptoms in children
• Symptoms in Teenagers
• Dyslexics at school
• Dyslexics coping at School
• Dyslexics in Families
• Being a dyslexic parent
• Adult Dyslexics - Reluctant learners

• Dyslexics, Stress and Anxiety
• Dyslexia and Self-esteem
• Dyslexia, Self-harm and Suicide
• Dyslexia and PTSD

• Dyslexia and Creativity
• Dyslexia and Depression

• Dyslexia, Gender and Depression
• Dyslexia Defence Mechanisms (DDMs)
• Dyslexia, Children and Depression: Evidence
• Dyslexia, Children and Depression: Research
• How Dyslexic teenagers cope at school?
• Dyslexia and the Learning Dialogue

Alexander-Passe, N. (2009). Dyslexia, Gender and Depression: Research Studies. In Hernandez, P & Alonso, S (Eds.) Women and Depression. New York: Nova Science Publishers.

https://www.novapublishers.com/catalog/product_info.php?products_id=7282

Dyslexia is a life-long condition (without a known cure), affecting approximately 10-15% of the population. It is medical in origin but educational in treatment. It affects the ability to communicate (e.g. writing, spelling), compute mathematical concepts (e.g. algebra) and other aspects of life which require using short-term memory and co-ordination.

Those with dyslexia who are not assessed/treated in early childhood are highly susceptible to emotional manifestations due to low self-esteem and low perceived ability caused by peers, parents and educators who misread their learning difficulties for laziness and lack of motivation. In fact ignoring or misreading a child’s learning disability is a form of abuse which reaches far into today’s educational systems. Gender has yet to be a major focus in the study of dyslexia, however there is growing evidence that it is an important factor in understanding why some dyslexics are resilient and others are affected emotionally.

There are three research projects included in this chapter. These aim to build personality profiles for dyslexic males and females according to the severity of their dyslexia. Depression and withdrawal emerge as key personality traits amongst these groups. A second study using this same data investigates profiles to successful (degree educated) dyslexics and how personality differences emerge amongst those who are diagnosed and undiagnosed. Diagnosis, gaining remedial help or support, meant that such individuals were more optimistic and did not doubt past events, compared to those who were undiagnosed and went through life thinking something was wrong but were unable to pinpoint the problem. It may also be the case that their coping strategies were successful enough to mean that their difficulties were not highlighted, however the emotional cost was great.