Dyslexia primer for social work - translational research to update strengths-based practice, advocacy, and attitudes.

Autor/in	Garner, Michelle D.
Titel	Dyslexia primer for social work - translational research to update strengths-based practice, advocacy, and attitudes.
Quelle	In: Advances in social work, 21 (2021) 1, S. 26-44 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
Schlagwörter	Wissen; Forschung; Einstellung (Psy); Neurowissenschaften; Stigmatisierung; Sozialarbeiter; Soziale Arbeit; Definition; Mangel; Prävention
Abstract	Dyslexia is a lifelong epigenetic neurobiological difference (neurodiversity) in brain formation and processing. Though highly prevalent, most people, including social workers, know little about dyslexia. Whereas dyslexia predicts common cognitive strengths and weaknesses, it is most often associated only with weaknesses, due to misinformation or a simple lack of information. As a result, pervasive myths (e.g., laziness, low IQ) drive beliefs, attitudes, and policies that contribute to disproportionally poorer educational, financial, justice system, and mental health outcomes for individuals with dyslexia - a cycle of externally and internally applied stigmas with significant practical effects. This analysis applies a person-in-environment conceptual framework to explain this cycle, as a step toward disrupting it. The analysis uses translational research methods, drawing from current science, to provide positive framing to dispel common stigmatizing myths and to foster strengths-based social work practice and advocacy by and for individuals with dyslexia.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/2