More training for counsellors urged

Persons with dyslexia face an ongoing challenge when it comes to reading and writing, more so if still a young child. As the child grows older, the academic difficulty is clouded by lack of self-confidence.

Depending on the age of the person, undiagnosed or untreated dyslexia can heighten the problem into a vicious circle of academic difficulties, hopelessness, isolation and even greater difficulties.

It is amid this vicious circle that the role of the counsellor becomes a vital source of help. Often picking up a problem after a referral made by a PSD or guidance teacher, the student's subject teachers or even the student's peers, the counsellor focuses on improving academic skills and self-perception depending on the student's age.

But with such a crucial role to play, is the counsellor equipped to treat difficulties posed by dyslexia?

"Most counsellors have a feel of what the related difficulties of persons with dyslexia are, but may need research and theory to back their practical experience," Ruth Falzon, lecturer within the Department of Psychology, and Stephen Camilleri, school counsellor within the Education Ministry's Directorate for Student Services, explain.

Referring to their research paper, entitled Counselling and Dyslexia, which they recently presented during the International Association for Counselling's conference held in Malta, Ms Falzon and Mr Camilleri say that counsellors need more specific training to deal with dyslexic persons, and need to be more exposed to strategies that work best in such situations.

Apart from the fact that most counsellors give the appropriate support to help dyslexic persons, almost half of the research respondents, who also included psychotherapists and psychologists, feared they were not adequately equipped with training and information.

Thus, Ms Falzon explains, training should be aimed at including such an area of specialisation in counselling training programmes, which should be part of both the counsellor's academic instruction and the continuing professional development which a counsellor is required to undertake during the career.

"Another essential consideration is that counsellors cannot work in a vacuum," Ms Falzon says. "They need to work hand-in-hand with PSD teachers, who are considered the front-liners in recognising signs of problems, subject teachers and parents."

Teachers also form a vital part of the equation. Ms Falzon's and Mr Camilleri's research highlighted that in order to have the same level of performance, dyslexic children have to put in considerably greater efforts. Thus, while the dyslexic student's experience of school is already daunting, it can become a "profoundly sad and depressing experience" when the student's misunderstood behaviour is met with shouting and retributions. Furthermore, peer pressure often discourages adolescents from seeking help, especially boys.

Ms Falzon and Mr Camilleri recommend a different intervention strategy for primary and secondary levels. In primary levels, academic interventions are recommended, since the primary years offer an early enough stage in which children can focus on their academic skills, bereft of the problems which surface at a later stage, such as peer pressure. On the other hand, a later stage may also require a psychological intervention to promote self-perception rather than solely educational intervention. Persons with a stronger self-esteem are in a better position to face their academic challenges.

Counsellors are also encouraged to create a link with the teacher through which the latter can understand better the challenges dyslexic students face, especially since it is the lack of understanding that turns challenges into problems. After all, the psychological intervention which students can benefit from is directed at reaching an understanding that despite challenges, students are still able to go beyond their means to overcome learning barriers.