Alexander-Passe, N. (2009). Dyslexia, Children and Depression: Empirical Evidence. In Taylor, B.T. (Ed.) Children and Depression. New York: Nova Science Publishers.
https://www.novapublishers.com/catalog/product_info.php?products_id=9890
This is the first of two chapters to investigate dyslexia, children and depression. This chapter begins by defining what a child is, what depression is and lastly what dyslexia is. It is felt by the author that such a strategy is needed to clearly define the direction of the empirical investigation. Inclusion of the indicators of dyslexia, not only in pre-school but in primary and secondary school ages are necessary, so that a reader can assist in recognising unidentified dyslexia amongst those they meet, if necessary. This is necessary as it would seem from the evidence presented that either teachers are unable or unwilling to identify dyslexia in their pupils. Such a situation causes frustration and stress, with children therefore seeing the classroom as an environment that must be controlled and avoided. That learning is not the investigative process that it should be, but an opportunity where embarrassment and failure commonly takes place in front of their peers.
Dyslexics with high intelligence will use their intellect to carefully choose subject options that will limit their time doing feared tasks (e.g. reading out loud in class and essay writing) and choose science or design subjects. They will use their energies to avoid and choose easier to spell words. Dyslexics with normal or lower intelligence will have a harder time. They will have fewer strategies to avoid feared tasks and will begin to self-doubt and may either lash out or withdraw.
A large number of empirical studies in this area suggest that many dyslexics develop negative learning strategies, as a reaction to the frustrations and stresses they encounter, whilst this is an unhealthy attitude to learning, it is one option which will protect their self-esteem. Unfortunately evidence points to secondary manifestations developing which are both emotionally and psychological damaging. In some cases these can turn into physical manifestations with self-harm and suicide as the ultimate conclusion. All children hate to fail, hate to be different and hate to be singled out as having special needs. Their segregation to the remedial or ‘slow’ table or taken out of the classroom for extra help may be a negative strategy as they are marked out as being different in the eyes of their class peers.
What is clear is that dyslexics do not feel integral to their family and society as a whole, and they look for ways to protect themselves from the harm that such a conclusion poses. Such a conclusion can, if taken to extremes, mean that young dyslexics can withdraw from society, self-harm to punish their perceived faulty bodies or limiting their burden on their parents and society by attempting suicide in extreme cases. Such a conclusion, especially in childhood suggests the support framework which children need to rely on from parents, peers, teachers, school and the medical profession is not working effectively. The Dyslexic Defence Mechanisms DDMs (Alexander-Passe, in press-2) suggest a means to understanding the processes involved in coping with an unidentified learning difficulty such as dyslexia.
|
