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

Journal article


Dana Abu Omar, Ann Kirkman, Scott, C., Ivana Babicova and Irons, Y. 2024. Positive Psychology Interventions to Increase Self-Esteem, Self-Efficacy, and Confidence and Decrease Anxiety among Students with Dyslexia: A Narrative Review. Youth. 4 (2), pp. 835-853. https://doi.org/10.3390/youth4020055
AuthorsDana Abu Omar, Ann Kirkman, Scott, C., Ivana Babicova and Irons, Y.
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.

Keywordsdyslexia; positive psychology; self-esteem; confidence; anxiety; self-efficacy
Year2024
JournalYouth
Journal citation4 (2), pp. 835-853
PublisherMDPI
ISSN2673-995X
Digital Object Identifier (DOI)https://doi.org/10.3390/youth4020055
Web address (URL)https://doi.org/10.3390/youth4020055
Output statusPublished
Publication dates06 Jun 2024
Publication process dates
Deposited21 Nov 2024
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