Positive Psychology Interventions to increase self-esteem, self-efficacy, confidence, and decrease anxiety among students with dyslexia: A narrative review
Abu Omar, Dana and Kirkman, Ann and Scott, Charlotte and Babicova, Ivana and Irons, Yoon (2024) Positive Psychology Interventions to increase self-esteem, self-efficacy, confidence, and decrease anxiety among students with dyslexia: A narrative review. Youth, 4 (2). ISSN 2673-995X
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Abstract
Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia.
| Item Type: | Article | ||||||
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| Identification Number: | https://doi.org/10.3390/youth4020055 | ||||||
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| Uncontrolled Keywords: | dyslexia, positive psychology, self-esteem, confidence, anxiety, self-efficacy | ||||||
| Subjects: | CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific) | ||||||
| Divisions: | Faculty of Business, Law and Social Sciences > College of Psychology | ||||||
| Depositing User: | Gemma Tonks | ||||||
| Date Deposited: | 22 May 2024 10:16 | ||||||
| Last Modified: | 04 Jul 2024 16:26 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/15503 |
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