THE IMPACT OF THE QUALITY OF SOCIAL RELATIONSHIPS ON SELF-ESTEEM OF CHILDREN WITH DYSLEXIA

Abstract

Objective: The healthy and stable social relations that children with dyslexia build with their relatives help them to maintain a high level of selfesteem (Heyman, 2000). The purpose of this study is to determine the relationship that exists between social relations, including even the relationships with their parents, teachers and peers and dyslexic children's self-esteem level. Methods: Data collection was conducted through Inventory for dyslexia consisting of 42 symptoms and was used for the revaluation of diagnosis of 17 children with dyslexia; Structured questionnaire Social Relations (Deepu, 2010), which is designed to collect data on the demographic profile and social relationship of children with dyslexia to their parents, teachers and peers. The level of student self-assessment was evaluated using a scale designed by Joseph R. Cautela and Sharon Esonis (2010). The degree of selfesteem consisted of 57 items. Results: The study identified that there is a positive link between healthy social relations and high level of self-esteem in children with dyslexia. Also, through the analysis of data is showed that unhealthy social relations are associated with lower levels of self-esteem in these children. Conclusion: A multidimensional approach is important to initiate appropriate interventions in building the healthy self-esteem in children with dyslexia to understand the importance of self-esteem and its connection with social relations.