Workshop 18 th June 2009
ADSHE

• Communicate flavour /essence of the life behind label of dyslexia
• Raise questions not provide answers
• Explore possible indicators that suggest dyslexics are more vulnerable to negative stress
• Reflect on how dyslexic students could combat stress

• Stress is not pathological we need positive stress to motivate ourselves.
• Negative stress is when we believe we do not have sufficient resources to cope with the level of demands
• There is a mismatch between perceived demands and our perceived ability to cope
• Could be said negative stress is our personal interpretation of the demands and our beliefs about our capabilities to cope.
• Our beliefs normally dependant on our past experiencing

The nature of stress :
Aim to achieve balance between demands and resources.
Then working at optimum efficiency

Secondary effects of dyslexia & Why dyslexics may be more vulnerable to stress?
1. Research confirms a psychological impact of growing up a dyslexic in a non dyslexic world? with Possibility :- Anxiety, low self esteem. Poor self image, little self -awareness, lack of confidence, depression, ‘learned helplessness’, lack of developed coping strategies.
2. Dyslexia is life long it manifests itself differently at each life stage requiring constant readjustment & change
3. Dyslexics will always wrestle with tasks a non dyslexic would find second nature. (Draining effect of that frustration)

Secondary effects of dyslexia & Why dyslexics may be more vulnerable to stress
4. Prolonged exposure to stress and stressors in early childhood build feelings of instability
5.Burden (2005)in Dyslexia & self concept develops this theme outlining the need for dyslexics to build a ‘dyslexic identity’ yet focus of support is in academic realm
6.Positive & negative impact on adult dyslexics is linked to how they have adapted to their dyslexic ‘weaknesses' by locating their strengths and establishing compensatory strategies.

General Ways to Combating Stress
• Reinforce coping is about balance
• Seeking support not being perfect
• Learning from our mistakes
• Build the dyslexics belief in their ability to problem solve
• Do not do it for them or offer solutions
• Help and individual explore and creative their own solution

Specific areas of stress to consider
1) A dyslexia label is not enough
• Encourage unpacking what does it mean for the individual them selves
• Move beyond restrictions society places on them
• Who do they say they are in the light of this new knowledge?
• How can they learn to live beyond those restrictions
• What are their personal positives & negatives about being dyslexic ?

Specific areas of stress to consider
2 ) Ways to ‘translate’ the language of picture thinking
• Dyslexic’s cognitive processing is visual which is
“estimated to be 400 to 2000 times faster than verbal thinking” (Scott 2004, pg 252) so hard to
‘tame’
• Mind mapping or spider diagrams help to order and capture awareness’s.
• Oliver West’s (2007)Foot notes ideas are extremely helpful (www.oliverwestfootnotes.com)
• Mindfulness can help ‘quieten’ the images and give a dyslexic individual as sense of mastery to tune in and out with added aspect of being relaxing (Jon
Kabat –Zinn ‘Mindfulness for Beginners CD)

Specific areas of stress to consider
3) Focus on building self esteem
• Encourage building communication skills by attending basic counselling skills courses (usual about 10weeks often run by universities) opportunity to build reflective skills and ability to express emotions.
• Affirmations can combat negative beliefs
Eg “I am strong …
“I am valuable
“I can do this….” (very useful in exams)
“I am doing this …” (very useful when procrastinating)
• Encourage students seek counselling support if they feel ‘held back’ by their sense of themselves.

1. Burden R (2005) Dyslexia and Self-Concept: seeking a Dyslexic
Identity. London : Whurr Pub
2. Carroll J M, Iles J E (2006) An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational
Psychology 76,651-662
3. Hulatt E A(2007) Receiving a diagnosis of Dyslexia In adulthood: An autoethnographic Study (Dissertation MSc Counselling, University
Bristol
4. Miles T R , Varma V (1995) Dyslexia and Stress London: Whurr Pub
5. Morgan E, Klein C (2000) The Dyslexic Adult in a non dyslexic world
London: Whurr Pub
6. Scott R (2004) Dyslexia and Counselling London: Whurr
IF YOU WOULD LIKE TO DISCUSS ANY ASPECT OF THIS
WORKSHOP PLEASE EMAIL ME at: erylhulatt@msn.com