Butler, A., Lieshout, R. J. V., Lipman E. L., MacMillan, H. L., Gonzalez, A., Gorter, J. W., Georgiades, K., Speechley, K. N., Boyle, M. H., & Ferro, M. A. (2018). Mental disorder in children with physical conditions: a pilot study. Schulich Medicine & Dentistry.
Alexandra Butler has been a member of the COMPASS system since 2014. She participates in numerous studies of the mental health of young people, their socialization in the school environment, and the necessary practices for their adaptation. This paper describes the characteristics and quality of life of children with mental health and particular physical disabilities such as multimorbidity. The part about the child’s physical condition can be excluded due to the irrelevance of the dyslexia topic. However, the detailed description of the psycho-emotional component shows well any mental illness from the mental side. The study can contribute to the analysis of the connection between the physical and mental conditions of children. It also describes the practices needed to diagnose and maintain normal living circumstances for such children.
Elliot, J. G. (2020). It’s time to be scientific about dyslexia. Special Issue: The Science of Reading: Supports, Critiques, and Questions, 55(1), 61-65.
Julian J. Elliott is a professor and director of Collingwood College, Durham University, and is involved in interdisciplinary research in psychology. The author of the paper offers an alternative opinion that the phenomenon of dyslexia is still underestimated by society and insufficiently scientifically verified, despite numerous studies in recent years. This statement should be considered, as there is always a risk of ignorance and inappropriate treatment of children with learning disabilities due to the lack of knowledge. There are multiple cases when the disease of dyslexia is unintentionally confused with some ordinary negligence and does not receive proper control and assistance in the class. All further work should be aimed at instructing people on this topic and reducing the risks of improperly educating dyslexic children.
Franzen, L., Stark, Z., & Johnson, A. P. (2021). Individuals with dyslexia use a different visual sampling strategy to read text. Scientific reports, 11(6449).
Leon Franzen is a neuroscientist who studies the learning abilities and decision-making process of people with mental disabilities, including those with dyslexia. The scientist stands out for his extraordinary approach to dyslexia not as a disease but as a particular type of thinking and adaptation of the material. This work gives in-depth look at the mechanism of eye movement of a dyslexic person and studies his reading speed and the ability to learn the material under determining factors. The author of the article proposes to use cognitive linguistics as a mechanism for studying the perception of material by a person with dyslexia. The illustrated experiment measured the length of the “jump” from one word to another and the fixation time at a certain moment of the text.
Garcia-Carrion, P., Villarejo-Carballido, B., & Villardon-Gallego, L. (2019). Children and adolescent’s mental health: A systematic review of interaction-based interventions in schools and communities. Frontiers in Psychology.
Research is conducted by postdoctoral researchers in the Faculty of Psychology and Education, Deusto University Bilbao. The main field of study of all participants involves vulnerable parts of society with psychological and physical incapacities. This work contains a comprehensive summary of the quality of life and social skills of children and adolescents with disabilities. It also reveals the interaction between the family, school, and young people with the diagnosis. The research is aimed at studying the influence of society on such children and describes algorithms for the development of school institutions and services.
Gibbs, S. J., & Elliot, J. G. (2020). The dyslexia debate: Life without the label. Oxford Review of Education, 46(4), 487-500.
This work is a collaboration between Julian J. Elliott and Simon J. Gibbs, professor of educational psychology at Newcastle University. The paper particularly describes the method of “Response to Intervention” — appropriate classifying students with learning problems and providing them with immediate appropriate assistance. The authors also raise the controversial topic of the ambiguity of the term “dyslexia” and the diversity in its perception by different people. The work will help to understand the concept itself, its place in society, and the degree of acceptance by the education system at a given period.
Huang, Y., He, M., Li, A., Lin, Y., Zhang, X., & Wu, K. (2020). Personality, behavior characteristics, and life quality impact of children with dyslexia. National Library of Medicine, 17(4).
Yanhong Huang has contributed to numerous works on childhood dyslexia. This article focuses on patterns of disease manifestation due to certain family factors. The paper shows that the fact of parents having a good education and job has a positive effect on the children’s mental health and significantly reduces the predisposition to dyslexia. The author also provides extensive statistics on the incidence rate across all age groups and describes the associated complications and risks due to the disease.
Juneha, P. (2018). Dyslexia: Assessment and problem faced. Indian Journal of Health and Wellbeing, 9(2), 308-311.
This work includes a detailed study of the role of the teacher and the specifics of his work with dyslexic children. The author draws a parallel between the oral and written abilities of children and the methods of identifying problems in the perception of the material. The article presents the idea that the teacher plays a decisive role in working with dyslexic children as the mentor. This material will help to identify the algorithm for working with children with information perception difficulties.
Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1).
Emma Lindeblad is a professor of psychology, health care provider, and clinical psychologist. She has over 14 years of experience in the field of therapy and extensive research background in this discipline. The article reveals the details of the research on the impact of assistive technology on the ability and well-being of dyslexic children and adolescents. The study was conducted over one year and based on data from 137 participants with varying degrees of illness, which gave a more comprehensive result. Participants were divided into groups with ranging degrees of help and mentors’ control, and their levels of stress, depression, and learning were measured. Research has shown the beneficial effects of extra caring on children’s abilities.
Merten, E. C., Cwik, J. K., Margraf, J., & Schneider, S. (2017). Overdiagnosis of mental disorders in children and adolescents (in developed countries). Child and Adolescent Psychiatry and Mental Health, 11(5).
The study was carried out at the Department of Clinical Child and Adolescent Psychology, Faculty of Psychology, Ruhr University in Bochum. The work sheds light on the controversial topic of overdiagnosis of mental problems in children and adolescents, with particular concentration on deficit and hyperactivity disorder. The paper is based on data and systematic classifications from various diagnostic centers. These materials will help conduct a more comprehensive study of the quality of medical care and diagnosis of children with mental difficulties.
Sheehan, R. (2017). Mental illness in children: Childhood illness and supporting the family. Brain Science, 7(8), 97.
Professor Rosemary Sheehan specializes in many areas of mental health, including children’s mental wellness. Her research on Australian children’s courts lasts over 17 years and includes an expanded investigation of the judicial practice, including children with various mental issues and diagnoses. Her work now primarily focuses on young people and defining the line between protecting and violating children’s boundaries. This paper presents in detail the patterns of the appearance of mental disorders at different stages of a child’s development and their impact on the general standard of living. It also sufficiently defines the support and assistance needed for the child with the disorder and his family.
Sheehan, R. (2008). Partnership in mental health and child welfare: Social work responses to children living with parental mental illness. Social Work in Health Care, 39(3-4), 309-324.
Another work by Professor Rosemary Sheehan. In this paper, she describes mental health problems not only of children but also of their parents. The article primarily raises the issue of the lack of synergy between mental health social work and child well-being. The paper is based on extensive research of 228 pre-trial conferences on families with mental disorders. The case involves both parents with mental disorders and their children who inherited or suffered from this factor.
References
Butler, A., Lieshout, R. J. V., Lipman E. L., MacMillan, H. L., Gonzalez, A., Gorter, J. W., Georgiades, K., Speechley, K. N., Boyle, M. H., & Ferro, M. A. (2018). Mental disorder in children with physical conditions: a pilot study.Schulich Medicine & Dentistry.
Elliot, J. G. (2020). It’s time to be scientific about dyslexia. Special Issue: The Science of Reading: Supports, Critiques, and Questions, 55(1), 61-65.
Franzen, L., Stark, Z., & Johnson, A. P. (2021). Individuals with dyslexia use a different visual sampling strategy to read text. Scientific reports, 11(6449).
Garcia-Carrion, P., Villarejo-Carballido, B., & Villardon-Gallego, L. (2019). Children and adolescent’s mental health: A systematic review of interaction-based interventions in schools and communities. Frontiers in Psychology.
Gibbs, S. J., & Elliot, J. G. (2020). The dyslexia debate: Life without the label. Oxford Review of Education, 46(4), 487-500.
Huang, Y., He, M., Li, A., Lin, Y., Zhang, X., & Wu, K. (2020). Personality, behavior characteristics, and life quality impact of children with dyslexia. National Library of Medicine, 17(4).
Juneha, P. (2018). Dyslexia: Assessment and problem faced. Indian Journal of Health and Wellbeing, 9(2), 308-311.
Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1).
Merten, E. C., Cwik, J. K., Margraf, J., & Schneider, S. (2017). Overdiagnosis of mental disorders in children and adolescents (in developed countries). Child and Adolescent Psychiatry and Mental Health, 11(5).
Sheehan, R. (2017). Mental illness in children: Childhood illness and supporting the family. Brain Science, 7(8), 97.
Sheehan, R. (2008). Partnership in mental health and child welfare: Social work responses to children living with parental mental illness. Social Work in Health Care, 39(3-4), 309-324.