Psychosocial Interventions for Dyslexic Adults
Enabling dyslexic adults’ participation in the work environment is vital to unleashing their potential and essential to make the workplace more inclusive. This can be supported through psychosocial interventions that target a set of positive self-evaluations commonly linked to resiliency and an individual’s sense of ability to control and impact the environment in a successful manner, including coping strategies and self-management. A systematic review has been carried out to map and integrate the understanding of interventions in this field. It reveals that interventions can be useful in enhancing psychological resources among dyslexic adults. Still, it also highlights the critical gap in this literature, where knowledge in this field remains mostly based on common sense rather than on evidence from research. Given the high incidence of dyslexia, its health consequences and high financial costs, this is particularly problematic and emphasizes the need for research designs to evaluate interventions’ effectiveness on the improvement of psychological resources and employment opportunities. More intervention studies are needed to understand the effects of initiatives on dyslexic adults’ psychological resources and well-being, employing validated and reliable scales for outcome assessment.
In the European Employment Strategy for more growth and jobs, higher employability is seen as a precondition for achieving increased employment rates, whereby employability refers to the combination of factors enabling individuals to progress towards or enter into employment, stay in employment, and progress during their careers . To increase employability, the EU identified a set of actions focusing on improving the quality and relevance of training, making skills more visible and comparable, and improving understanding of skills demands to enable people to make better career choices, find good quality jobs and improve their life chances . Understanding employability as a set of actions to make skills more visible and comparable becomes important especially in the context of learning disabilities, particularly dyslexia, often referred to as a hidden disability as its characteristics are not always evident to the untrained eye . Indeed, dyslexic adults may lack the psychosocial resources needed to translate their soft skills effectively in the work environment.