| Autor: |
Said Ihbour, Hammou Anarghou, Abdelmounaim Boulhana, Mohamed Najimi, Fatiha Chigr |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
|
| Zdroj: |
Dementia & Neuropsychologia, Vol 15, Iss 4, Pp 533-540 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
1980-5764 |
| DOI: |
10.1590/1980-57642021dn15-040014 |
| Popis: |
ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
