PERCEIVED GROWTH OF YOUNG ADULTS WITH DYSLEXIA IN SINGAPORE

Abstract

Individuals with dyslexia are academically disadvantaged and are susceptible to discrimination. Painful experiences in school can even be traumatic and leave emotional scars through adulthood. However, individuals with dyslexia can still have successful careers and satisfying lives by adopting coping strategies and developing traits that are nurtured through their painful experiences. This study intends to find out more about these growths. Do young adults with dyslexia experience growth – conceptualised as posttraumatic growth as defined by Tedeschi and Calhoun (1996) – having experienced the problems of being dyslexic? If they do, what are these growths? Additionally, what are the protective and risk factors that influence this growth, and how do they do so? Individual semi-structured interviews were conducted with a total of 8 participants. There were three criteria to participate in this study: (1) they must be formally diagnosed with dyslexia, (2) in year three or four of their undergraduate study or have graduated from one no longer than three years at the time of the interview, and (3) their university studies must have been done in Singapore. The results found that participants do experience traits of posttraumatic growth. They experienced growths in terms of their sense of self, their relationship with others, and their philosophy of life. There were individual, social, religious and cultural protective and risk factors that influenced posttraumatic growth. Even though their painful experiences have led to posttraumatic growth, participants became more socially restrained as a result of their negative social experiences. Therefore, there is a need to provide more social and emotional support to these individuals. The general population and institutions should also be educated about dyslexia to reduce incidents of discrimination. The findings are also useful for social workers as the protective and risk factors identified in this study can be used as a guide when working with individuals with dyslexia and the traits of PTG can be reasonable goals to work towards.