This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Singer, E. Search for Related Content PubMed PubMed Citation Articles by Singer, E. Social Bookmarking                   What's this?

The Strategies Adopted by Dutch Children with Dyslexia to Maintain Their Self-Esteem When Teased at School

Department of Developmental Psychology of the University of Utrecht and at the Department of Education of the University of Amsterdam, e.singer{at}fss.uu.nl

This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?