Dyslexia, ADHD and Self- Esteem

Sally Agobiani – Plymouth University

ADSHE Conference 2013‘Putting Principles into Practice – 1:1 Tuition and

Support’

Herman Hesse Steppenwolf‘No self…is a unity. Rather it is an extremely diverse world, a miniature firmament, a chaos of different forms, different states and stages of development, different legacies and potentialities.’

Workshop Path1. Research

• Coexistence – ADHD & dyslexia

• Self-esteem and college adjustment

2. What is self-esteem?

3. Improving self-esteem

ADHD ScreeningAttention-Deficit Hyperactivity Disorder: A Clinical Workbook (2nd ed) by R. A. Barkley and K.R. Murphy

Current Symptoms Scale: Self-Report Form

Scoring:

1.Symptom Count Compared to DSM-IV Criteria2.Symptom Count Relative to Adult Norms3.Summary Scores Compared to Adult Norms

Self-Esteem ScreeningThe Self Image Profile for Adults (SIP-AD) by R.J. Butler and S.L. Gasson

Self-report scale for self-image and self-esteem.0 – 6 Likert scale

Multi-Dimensional Structure of Self1. Outlook 2. Consideration of others3. Social 4. Physical5. Competence 6. Moral

High score : high self-image

High score : low self-esteem

University AdjustmentSACQ Student Adaptation to College Questionnaire by R.W. Baker and B. Siryk

67 item self-report questionnaire measuring college/university adjustment

Subscales:1.Academic2.Social3.Personal-Emotional4.Attachment

Why a lower SE?

‘The dominant paradigm is still one of ‘in-person’ weakness rather than one which shows quite clearly that it is the specific values which are attached to particular concepts and standards of literacy and numeracy which largely shape the way in which dyslexia is perceived and experienced.’ (Herrington & Hunter-Carsh, 2001, p. 114)

Healthy Self-Esteem

‘ a quiet pleasure in being one’s self’(Rogers, 1961, p.87)

‘But does anything take more courage – is anything more challenging and sometimes frightening – than to live by our own mind, judgement, and values? Is not self-esteem a summons to the hero within us?’(Branden, 1994)

‘Being comfortable with yourself means that you are not forever thinking about and worrying about yourself, always prey to difficult and unpleasant emotions. Being comfortable with other people means that you are not afraid of others but can enjoy their company. There’s no longer a barrier between you and other people. No longer burdened with the sense of your own inadequacies, you cease to see the world as a cold, evil, disappointing place and instead become aware of the world’s infinite possibilities’ (Rowe, 2006, p. 2)

‘..the disposition to experience oneself as competent to cope with the basic challenges of life and as worthy of happiness’ (Branden, 1994, p. )

Poor v. Healthy• Irrationality• Blindness to reality• Rigidity• Fear of the new and

unfamiliar• Inappropriate conformity

or inappropriate rebelliousness

• Defensiveness• Over compliant or over

controlling behaviour• Fear of others

• Rationality• Realism• Intuitiveness• Creativity• Independence• Flexibility• Ability to manage change• Willingness to admit and

correct mistakes• Benevolence• Cooperativeness

Since the feeling of worth has been learned, it can be unlearned, and something new can be learned in its place. The possibility for this learning lasts from birth to death, so it is never too late. (Satir 1991, p. 27)

The role of the tutor can be seen to be manifold as it ‘involves a mix of teaching, counselling [and] advocacy’ (Hunter-Carsch & Herrington, 2001, p. 173)…. However, she goes further in referring to the student’s ‘Global Self Concept’ where non-academic factors, such as social, emotional, physical and special skills are also regarded as being essential considerations when the progress and retention of learners with dyslexia is concerned. (Severs, 2008, p. 1) (ADSHE 2009, p. 7)

How?

1. Know what self-esteem is

2. Improve our own self-esteem

3. Integrate activities into our sessions

Self-Fulfilling Prophecies

A person’s image of the future may be a better predictor of future attainment than his past performance E.P. Torrance (1925 – 2003)

If we all did the things we are capable of, we would astound ourselves T.A. Edison (1847 – 1931) But would we?

We don’t see things as they are, we see them as we are Anais Nin (1902 – 1977)

Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth Marcus Aurelius (121 – 180 A.D.)

The Six Pillars of Self-Esteem

The practice of…

1.Living consciously2.Self-acceptance3.Self-responsibility4.Self-assertiveness5.Living purposefully6.Personal integrity

1. Living Consciously The practice of being aware of what you are doing while doing it, i.e. the practice of mindfulness.Implicit in this is self responsibility •Awareness of position relative to goals

•Adjustments after feedback

•Persevering in understanding/acquiring a skill in spite of difficulties. Conscious decision to discontinue

•Willingness to see and correct mistakes

•Seeking to expand awareness - a commitment to learning /growth

2. Self-acceptanceThe practice of owning your thoughts, emotions and behaviour; of being kind to yourself with respect to them; and of being “for” yourself •Knowing strengths; recognizing areas may want to improve

•Accepting mistakes are natural and learning from them

•Knowing you are doing the best you can with the knowledge and skills currently available

•Accepting our bodies, our emotions, our thoughts, our actions as our own and not alien

The worst lonelinessis not tobe comfortable with yourselfMark Twain

3. Self-responsibilityI am responsible for

•the achievement of my goals

•my choices and actions

•the level of consciousness I bring to my work/relationships

•my behaviour with other people

•how I prioritise my time

•my personal happiness

•choosing the values by which I live

•raising my self-esteem

No one is coming - no one is coming to save me, no one is coming to make life right for me, no one is coming to solve my problems.

If I don't do something, nothing is going to get better

4. Self-assertiveness The practice of treating your needs and interests with respect and of expressing them in appropriate ways.

the willingness to stand up for myself to be who I am openly to treat myself with respect in all encounters

X inappropriate aggressivenessX pushing to the front of the line Xupholding my own rights while being blind or indifferent to everyone else’s.  

My life does not belong to others and I am not here on earth to live up to someone

else’s expectations.

5. Living Purposefully

• Taking responsibility for formulating goals and purposes consciously

• Being concerned to identify the actions necessary to achieve your goals

• Monitoring behaviour to check that it is in alignment with your goals

• Paying attention to the outcomes of your actions, to know whether they are leading where you want to go

6. Personal Integrity

• The integration of convictions and behaviour

• If we behave in ways we consider to be inappropriate, we lose respect for ourselves

• Involves questions – am I honest, reliable, trustworthy, fair?

• Matching of words/thoughts and behaviour

Pride: Vice or Virtue?

Self-esteem contemplates what needs to be done and says, ‘I can’.

Pride contemplates what has been accomplished and says, ‘I did’.

What are the 3 things you are most proud of?

Self-Esteem and Study Skills

Raising SE follows the same principle as physical exercise.

Difficult Enjoyable

How can I support and encourage the six pillars and not undermine them?

The practice of…

1.Living consciously2.Self-acceptance3.Self-responsibility4.Self-assertiveness5.Living purposefully6.Personal integrity

ReferencesADSHE, 2009. Guidelines for Quality Assurance in Specialist Support for Students with SpLDs in Higher EducationBAKER, R.W. & SIRYK, B. 1999. SACQ Student Adaptation to College Questionnaire Manual LA: Western Psychological ServicesBARKLEY, R.A. & MURPHY K.R. 1998 A Clinical Workbook: Attention Deficit Hyperactivity Disorder. 2nd edn. New York: The Guilford PressBRANDEN, N. 1994. The Six Pillars of Self-Esteem New York: BantamBUTLER, R.J. & GASSON, S.L. 2004. The Self Image Profile for Adults SIP- AD Manual London: PearsonHERRINGTON, M. & HUNTER-CARSCH M. (2001) A Social Interactive Model of Specific Learning Difficulties e.g. Dyslexia. In: Hunter-Carsch, M. (ed) Dyslexia: A Psychosocial Perspective. London:WhurrROGERS, C. 1961 On Becoming a Person: A Therapist’s View of Psychology London: ConstableROWE, D. 2006. Dorothy Rowe’s Guide to Life London: Harper PerennialSATIR, V. 1991 Peoplemaking London: Souvenir Press