"Livet går inte under för att du har dyslexi” – tre berättelser om att erhålla en dyslexidiagnos

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"Livet går inte under för att du har dyslexi” – tre berättelser om att erhålla en dyslexidiagnos

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Publication 2-year master student thesis
Title "Livet går inte under för att du har dyslexi” – tre berättelser om att erhålla en dyslexidiagnos
Author(s) Rafsten, Erik
Date 2015
English abstract
The purpose of the study is to contribute to knowledge and understanding of how young people with dyslexia think, feel and act. Another aim is to spread knowledge about how young peoples’ schooling, self-concept, academic self-concept and self-esteem are effected by obtaining a dyslexia diagnosis. How was school experienced prior to being diagnosed with dyslexia? How was the period during which the youths received their dyslexia diagnosis experienced? How did students experience school after being diagnosed with dyslexia? The study is theoretically grounded in Anthony Giddens socialization-process, Erving Goffman's dramaturgy and stigmatization as well as Maarit Johnson's dynamic model of self-esteem. The study has a narrative approach where young people's life stories have been in focus. Three in-depth interviews were conducted with adolescents aged 22 who all received a dyslexia diagnosis during their time in secondary school. The stories show that young people periodically was unable to live up to the expectations that the school had on them, which meant that the young people's self-image and self-esteem were affected negatively. Throughout the youths’ time in school they have been met with a social support structure in the form of one or more persons, significant others, who paid attention to their needs which meant that their motivation and academic self-concept significantly increased. The treatment from the people in their surroundings has been decisive for if they would experience themselves as stigmatized or not. The stigmatization caused them to experience lower self-esteem and in two of their stories they express that they experienced emotional strain, which expressed itself in an aggressive or deviant behaviour. They also point out social pressure as a factor, where the youths compared themselves with their classmates and the norms, values and expectations that existed within the school culture; which meant that they perceived themselves as deviants. It appears that the young people during their schooling, before, during and after being diagnosed with dyslexia, never fully understood the meaning of it. It was not until they got older that they accepted and understood the meaning of dyslexia.
Publisher Malmö högskola/Lärande och samhälle
Pages 75
Language swe (iso)
Subject(s) Academic self-image
Dyslexia diagnosis
Life story
Handle http://hdl.handle.net/2043/19468 (link to this page)

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