Insights from a Web-based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question.

Not seemingly measuring up to Western societies' educational and occupational expectations for success, adults with dyslexia are at risk for discrimination, humiliation, low self-esteem, low self-efficacy, depression, and anxiety. We analysed 113 responses to the final comment question that was incorporated at the end of a quantitative survey on the socioemotional experiences of adults with dyslexia. The final comment question was not intended for conveying personal experiences, yet the final comment responses were personal, in-depth, and substantive - indicators of quality recommended in survey research. Thematic analysis was used to analyse the data and develop themes. One overarching theme was yearnings for understanding and acceptance. Its associated subthemes included (1) "This stuff is torture", (2) "Thank God I'm not normal, (3) educational experience, (4) coping strategies, (5) family support, and (6) generational dyslexia. This study contributes to the small but growing body of literature on the socioemotional experiences of adults with dyslexia. Among the implications for practice, policy and research, a larger challenge at the broader society level that embraces diversity, equity, and inclusion for individuals with dyslexia is forefront.

The relationship between emotional experience with dyslexia and work self-efficacy among adults with dyslexia.

This study responds to a call for more research on working adults with dyslexia investigating how employment-related factors affect and relate to one another. Two important work-related factors are self-efficacy and emotional experience with dyslexia. Work self-efficacy is viewed one of the most vital intrapersonal capacities in the work environment. It can be viewed as a subjective indicator of work success and is conceptualized as a multidimensional construct. Research speaks to a unique emotional experience stemming from living with an often misunderstood and stereotyped learning difference. The participants were 173 working adults with dyslexia (average age = 43.5 years, females = 56.6%) who participated in a web-based survey. Hierarchical multiple regression analyses revealed that more negative or uncomfortable emotions emanating from living with dyslexia predicted lower levels of total work self-efficacy, work attributes, work competency, and work anxiety over and beyond background contextual variables. Implications of these findings are discussed.

Emotional experience with dyslexia and self-esteem: the protective role of perceived family support in late adulthood.

OBJECTIVES: Despite the growing body of evidence that suggests dyslexia persists through the life span, there is a dearth of research that explores the complicating factor of dyslexia in late adulthood. Based upon stress and coping theory, this study examined whether perceived family support protects the impact of negative emotional experience with dyslexia on self-esteem. METHODS: Adults aged 21 years and older with diagnosed or self-reported dyslexia were participants in a web-based survey. A total of 224 individuals completed the survey. These findings are from the 50 participants who reported to be 60 years or older. Completed measures include their perception of family support, emotional experience with dyslexia, self-esteem, and demographic variables. RESULTS: Preliminary analysis revealed that negative emotional experience with dyslexia negatively impacts self-esteem. Hierarchical moderated regression analysis demonstrated that positive perceived family support significantly buffers, mitigates, and protects the effects of negative emotional experiences with dyslexia on self-esteem in individuals with dyslexia in late adulthood. CONCLUSION: In this study, family support promoted self-esteem because as a protective dynamic, it helped older adults cope with the emotional distress associated with dyslexia. Implications of these findings are discussed.

Perceived family support and self-esteem: the mediational role of emotional experience in adults with dyslexia.

Although a growing body of literature shows that perceived family support (PFS) influences self-esteem in adults with dyslexia, little empirical attention has been given to the mechanisms through which this effect operates across early, middle, and late adulthood. The present study examined the mediational effect of emotional experience with dyslexia (EED, emotions stemming from living with an often misunderstood and stereotyped learning difficulty) that may account for the empirical link between PFS and self-esteem. The participants were 224 adults with self-identified dyslexia (average age = 49.1 years, males = 64.7%) who participated in a Web-based survey. A bootstrapping analysis (a new approach to mediational analysis) revealed that EED mediated the relationship between PFS and self-esteem across the entire sample and in early and middle adulthood. The mediational effect was strongest in early adulthood. Implications of these findings are discussed.

Preadoptive child sexual abuse as a predictor of moves in care, adoption disruptions, and inconsistent adoptive parent commitment.

OBJECTIVE: To date, little empirical attention has been given to the impact of preadoptive child sexual abuse (CSA) on adoption adjustment. The main objective of the present study was to investigate whether preadoptive CSA was associated with more placement moves, adoption disruption, and inconsistent parental commitment compared to adopted children without histories of CSA. METHODS: Data were collected from a convenience sample of parents with adopted children (N=117) receiving postadoption services in the state of Illinois in 2002. Thirty-three children (28.2%), nearly split evenly by gender, were reported to have histories of sexual abuse. Logistic regression was used to calculate adjusted odds ratios (AOR). RESULTS: Preadoptive CSA was significantly associated with increased odds of four or more moves in care (AOR=9.68; 95% CI=3.39-27.66), adoption disruptions (AOR=4.36; 95% CI=1.1-16.5), and inconsistent parental commitment (AOR=2.82; 95% CI=1.0-7.9). CONCLUSION: These results suggest that children with preadoptive histories of sexual abuse are at greater risk of more complex adoption difficulties than adopted children without such histories. PRACTICE IMPLICATIONS: This study reinforces a small body of research suggesting that CSA profoundly complicates adoption adjustment. Findings from this study indicate that adoptive families of children with preadoptive histories of CSA need an array of preadoption and postadoption service interventions.