title: Coping successfully with dyslexia: an initial study of an inclusive school-based resilience programme.
abstract: A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results.
authors.affiliation: Centre for Adolescent Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Victoria, Australia. nola.firth@mcri.edu.au
authors.forename: Nola
authors.initials: N
authors.lastname: Firth
authors.forename: Erica
authors.initials: E
authors.lastname: Frydenberg
authors.forename: Charlotte
authors.initials: C
authors.lastname: Steeg
authors.forename: Lyndal
authors.initials: L
authors.lastname: Bond
mesh_terms: D000223:Adaptation, Psychological; D002648:Child; D004410:Dyslexia / Q000523:psychology* / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008297:Male; D055500:Resilience, Psychological; D012574:Schools