Positive Psychology Interventions to Increase Self-Esteem, Self-Efficacy, and Confidence and Decrease Anxiety among Students with Dyslexia: A Narrative Review

Youth Pub Date : 2024-06-06 DOI:10.3390/youth4020055
Dana Abu Omar, Ann Kirkman, Charlotte Scott, Ivana Babicova, Yoon Irons
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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.
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积极心理学干预措施可提高阅读障碍学生的自尊心、自我效能感和自信心,并减轻他们的焦虑:叙事回顾
阅读障碍被归类为一种神经生物学困难,被称为特殊学习障碍 (SPLD),主要影响阅读、写作、工作记忆 (WM) 和组织技能。研究发现,积极心理学干预(PPIs)可以提高有阅读障碍的学生的自尊心、自我效能感和自信心,降低他们的焦虑感。因此,为了总结目前有关积极心理学干预的证据,我们进行了一次叙述性综述。该综述综合了六项研究的结果,这些研究调查了不同教育环境下针对阅读障碍患者的阅读促进方案。其中有四个关键主题:(1) PPI 的特点和有效性,(2) 教育水平,(3) 性别差异,(4) 东西方国家 PPI 的差异。分析表明,中学的集体干预对阅读障碍学生的自尊和社交技能产生了积极影响,而向日葵疗法对阅读障碍儿童的疗效在学业成绩方面尚无定论,但有潜在的心理益处。针对阅读障碍儿童的社会情感健康计划取得的成果参差不齐,计划实施后自尊心暂时有所增强。正念冥想在提高成人阅读障碍患者的阅读准确性和注意力功能方面表现良好。积极心理学小组干预能有效提高阅读障碍儿童的主观幸福感、学业自我概念和成绩。早期干预有望改善阅读障碍学生的应对策略、感知控制能力和整体健康。本综述强调了在不同教育环境中采取不同干预措施的潜在益处,并强调了早期支持和有针对性的干预措施对阅读障碍患者的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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