Abstract

This thesis aims to: investigate the motivations of why many individuals with developmental dyslexia are successful despite experiencing traumatic schooling. It details seven studies that investigate the emotional coping amongst individuals with developmental dyslexia, investigating successful post-school careers as ‘post-traumatic growth’, an outcome from school-based trauma.
The first two studies with school-aged dyslexics were quantitative and whilst helpful in understanding different coping strategies utilised, it was perceived to lack depth in understanding the emotional side of the dyslexia experience, and any long-term emotional ramifications from school-based trauma. A third study sought to understand the discrimination, stigma, and the dangers of self-disclosure of dyslexia, experienced by adult dyslexics. Two investigations of self-harm and possible post-traumatic stress disorder followed to better understand how adults with dyslexia emotional cope with learned helplessness experienced at school. Lastly, two studies investigating post-school workplace success, firstly to understand concepts of ‘success’ amongst adults with dyslexia, and secondly to understand how school-based trauma could be used positively.
This thesis offers original contributions to literature through the use of standardised measures to measure emotional coping in school-aged dyslexic samples (especially depression); comparing the sources and manifestations of stress between school-aged dyslexics and their siblings; the types of self-harm used by dyslexic adults and where the source of their helplessness/depression begun; and how the concept of ‘post-traumatic stress disorder’ could be correlated to the reactions that many dyslexic adults experience now as parents returning to school. Original contributions were also made regarding adult dyslexics in regard to self-perceptions of success and understanding the role that school plays in motivating them to post-school success in the workplace, argued to be a form of ‘post-traumatic growth’. Lastly, the author proposes the use of ‘bi-abilities’ to better understand the experience of dyslexia, rejecting both the medical and social models of disability, as dyslexics reject a disability identity.