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Traumatic Experiences and Dyslexia

by Evelin Witruk (Volume editor) Dian Sari Utami (Volume editor)
©2019 Edited Collection 250 Pages

Summary

The main topics of the book are traumatic experiences, stress processing and dyslexia with some new perspectives on this old phenomenon. The authors of the book articles are from Indonesia, Sri Lanka, Morocco, Sudan, Iran, Spain, Syria, Portugal, and Germany. The interdisciplinary character of this book is represented in contributions of scientists from different areas of psychology, special education, and linguistics.

Table Of Contents

  • Cover
  • Title Page
  • Copyright Page
  • About the editors
  • About the book
  • Citability of the eBook
  • Contents
  • List of Contributors
  • Preface
  • Chapter 1 Traumatic Experiences
  • Psychological First Aid
  • Concept Analysis of Bystander Effect in Road Traffic Injuries: A Hybrid Model
  • Dimensions of Community Mental Health Preparedness of Disasters in Iran
  • Mental Well-Being and Protective Factors in Vulnerable Groups: Victims of the 2004 Tsunami in Kerala, South India, and Disadvantaged Rural Populations in North India
  • Trauma and Coping Styles among University Students in Sri Lanka and Germany: Role of Emotional Intelligence and Resilience
  • Trauma after Accident: Case Study of Traffic Accident Survivors with Spinal Cord Injury in Indonesia
  • Chapter 2 Stress Experiences
  • Das mobile Gesundheitslabor: Ein Bestandteil des Gesundheitswürfels zur Psychischen Gefährdungs- und Ressourcenbeurteilung im Rahmen des Biozentrisch-betrieblichen Gesundheitsmanagements
  • Der Gesundheitswürfel: Ein Instrument zur Psychischen Gefährdungs- und Ressourcenbeurteilung im Rahmen des Biozentrischen und Betrieblichen Gesundheitsmanagements in Unternehmen und Institutionen
  • Cultural Adaptation of Biodanza to Manage Stress within Sri Lankan Youth and Adolescence
  • Teaching Academic, Social and Independence Skills to Slum Children
  • Parenting Stressors and Positive Coping among Indonesian Parents with a Deaf or Hard-of-Hearing Schoolchild
  • Most Frequent and Distressing Forms of Intimate Partner Psychological Abuse among Women in Sri Lankan Context
  • Strategies for Controlling Internet Usage in Dual-Earner Families
  • The Role of Social Support to Cope with Work-Family Conflict
  • Chapter 3 Dyslexia
  • Dyslexia – Does It Still Exist?
  • Dyslexia: Disabled or Differently Abled
  • Anxiety and Self-Esteem among Children with Dyslexia in Sri Lanka
  • Comprehensive Reading Difficulties on Sinhala Language of Dyslexic Students in Sri Lanka
  • The Emotional Profile in Children with Dyslexia and Learning Disabilities
  • A Dark Consequence of Developmental Dyslexia: Discrimination of Mirror Images is not Automatized
  • The Impact of Diglossia on Arabic Reading Comprehension
  • Die Bedeutsamkeit des Phänomens Legasthenie in Marokko
  • A Study of Dyslexia among Fourth Class Pupils in Rural Daraa according to Some Variables

List of Contributors

Mahnaz Akhavan Tafti

Alzahra University, Iran

Khaled Youssef Alammar

Damascus University, Syria

Hans-Ullrich Balzer

Humboldt-Universität Berlin, Germany

Anar Bikadamova

Al-Farabi Kazakh National University, Almaty, Kazakhstan

Asanka Bulathwatta

University of Peradeniya, Sri Lanka

I. P. R. Chathuranga

University of Peradeniya, Sri Lanka

Gunendra R. K. Dissanayake

University of Peradeniya, Sri Lanka

Abbas Ebadi

University of Baqiyatallah University of Medical Sciences, Iran

Tânia Fernandes

University of Lisboa, Portugal

Edgar Galindo

University of Evora, Portugal

Nadia Hanum

University of Leipzig, Germany

Adil Ishag

International University of Africa, Sudan

Hamidreza Khankeh

University of Social Welfare and Rehabilitation Sciences, Iran

Isabel Leite

University of Évora, Portugal

Annisa Rizkiayu Leofianti

Universitas Gadjah Mada, Indonesia

Johanna Sophie von Lieres

Center for Women’s Empowerment and Gender Equality Amrita Vishwa Vidyapeetham Amritapuri, India

Sebastian Mueller

International Research Academy-BIONET, Germany

Raziq Ouafa

Université Hassan II, Morocco

Buddhiphraba D. D. Pathirana

University of Peradeniya, Sri Lanka

Hazhira Qudsyi

Islamic University of Indonesia, Indonesia

Enoka Randeniya

University of Colombo, Sri Lanka

Konrad Reschke

University of Leipzig, Germany

Bagus Riyono

Universitas Gadjah Mada, Indonesia

Juliet Roudini

University of Leipzig, Germany

Rumiani

Islamic University of Indonesia, Indonesia

Ulrich Sack

Universität Leipzig, Germany

Gulzat Sarbassova

Al-Farabi Kazakh National University, Almaty, Kazakhstan

Samudra Senarath

University of Colombo, Sri Lanka

Elham Sepahvand

University of Social Welfare and Rehabilitation of Sciences, Iran

←9 | 10→

Francisca Serrano

University of Granada, Spain

Marcus Stueck

DPFA Academy for Work and Health, Germany

DPFA-Akademie für Arbeitsgesundheit

International Research Academy – BIONET

Dian Sari Utami

Institute of Psychology, University of Leipzig, Germany

Islamic University of Indonesia, Indonesia

Sri Wahyuningsih

Islamic University of Indonesia, Indonesia

Evelin Witruk

Institute of Psychology, University of Leipzig, Germany

Emi Zulaifah

Islamic University of Indonesia, Indonesia

Preface

This book presents as the eight bands in the series of “Contributions to Educational and Rehabilitation Psychology”. It contains selected contributions from the international conference “Dyslexia and Traumatic Experiences” organized by the team members of the Department of Educational and Rehabilitation Psychology of the Institute of Psychology at the University of Leipzig. It took place on 22nd and 23rd of September 2017 in the University of Leipzig, Leipzig, Germany. Fifty-one of international participants came from Indonesia, Sri Lanka, India, Morocco, Sudan, South Korea, Iran, Portugal, Spain, and Germany. In the same time, it was an interdisciplinary one because scientists from Psychology, Education, and Special Education attended this event. The conference had offered a platform for integrating basic and applied sciences, especially in the topic of dyslexia, trauma, and stress experiences. It brought together Cognitive, Educational, Clinical Psychologists, and Neuropsychological specialists. Particular participants in the international conference were scientists from Sri Lanka and Sudan which were sponsored by the Research Academy of the University of Leipzig regarding their research about dyslexic children and traumatic experiences.

The purpose of this book is to strive towards fostering a scientific exchange that promotes the emergence of synergy effects and real progress in the understanding of cross-cultural aspects and to present fundamental approaches and applied for work in the special issues of trauma, stress experiences, and dyslexia as the main foci in the international conference.

The book is structured in three chapters, in which the following topics are introduced:

Chapter 1 includes articles regarding Traumatic Experiences. The first chapter is focused on the topic of traumatic experiences in Germany, Kazhastan, Iran, India, Sri Lanka, and Indonesia. Konrad Reschke from the University of Leipzig together with Anar Bikadamova, and Gulzat Sarbassova from the Al-Farabi Kazakh National University, Almaty in Kazakhstan give an overview of Psychological First Aid. Hamidreza Khankeh and Elham Sepahvand from the University of Social Welfare and Rehabilitation of Sciences in Iran discuss the phenomenon of the Bystander effect in road traffic injuries and apply the hybrid model. The next article is from Juliet Roudini, Hamidreza Khankeh, Evelin Witruk, Abbas Ebadi, Konrad Reschke, and Marcus Stueck from the University of Leipzig, Germany, the University of Social Welfare and Rehabilitation Sciences in Iran, the University of Baqiyatallah University of Medical Sciences in Iran, and the DPFA Academy for Work and Health in Germany. They give an overview of the dimensions of community mental health preparedness of the disasters in Iran.

Further, Johanna Sophie von Lieres from the Center for Women’s Empowerment and Gender Equality Amrita Vishwa Vidyapeetham Amritapuri in India reports about well-being and protective factors in vulnerable groups in India. She ←11 | 12→selected for the study victims of the 2004 Tsunami in Kerala in South India, and disadvantaged rural populations in North India. Asanka Bulathwatta and Evelin Witruk from the University of Peradeniya, Sri Lanka and the University of Leipzig, Germany report on trauma and coping styles among university students in Sri Lanka and Germany and discuss the role of emotional intelligence and resilience. As the last author in this chapter, Nadia Hanum from the University of Leipzig in Germany which focuses on the trauma after the accident and reports a case study of traffic accident survivors with spinal cord injury in Indonesia.

Chapter 2 involves contributions regarding Stress Experiences. Stress experiences in different life situations can impact the personality and can lead to serious health problems within individual and family. It is explained by scientists from Germany, Sri Lanka, Portugal, and Indonesia. The first article is from Marcus Stueck, Hans-Ulrich Balzer, Sebastian Mueller, Dian Sari Utami, and Ulrich Sack from the DPFA Academy of Work and Health, Humboldt-University Berlin, Islamic University of Indonesia, and the University of Leipzig in Germany. They report about the mobile health labour as a method for measurement of risks and resources among people. Also, Marcus Stueck from the DPFA Academy of Work and Health continues his report about the health cube, which allows the measurement of risks and resources on six levels. The third article is from I. P. R. Chathuranga, Budhiphraba D. D. Pathirana and Marcus Stueck from the University of Peradeniya, Sri Lanka and DPFA Academy of Work and Health, Germany. They report about the cultural adaptation of biodanza to manage stress within Sri Lankan youth and adolescence.

Further, Edgar Galindo from the University of Evora in Portugal reports on teaching academic, social and independence skills to slum children. The next article is from Dian Sari Utami and Evelin Witruk from the Islamic University of Indonesia and the University of Leipzig in Germany report about parenting stressors and positive coping among Indonesian parents with a deaf or hard-of-hearing schoolchild. Also, Gunendra R. K. Dissanayake discusses the most frequent and distressing forms of the intimate partner psychological abuse among women in the Sri Lankan context.

Furthermore, some researchers from Indonesia, Emi Zulaifah, Hazhira Qudsyi, Rumiani, and Sri Wahyuningsih from the Islamic University of Indonesia discuss the strategies for controlling internet usage in dual-earner families. Also, Bagus Riyono and Annisa Rizkiayu Leofianti from the University of Gadjah Mada, Indonesia give an overview of the role of social support to cope with the work-family conflict.

Chapter 3 is focused on Dyslexia. It is the last chapter and discusses the topic of reasons and consequences of dyslexia in Germany, Iran, Sri Lanka, Spain, Portugal, Morocco, and Syria. Evelin Witruk from the University of Leipzig, Germany gives an overview of the methods of assessment and intervention and explains a new perspective of dyslexia on an old phenomenon and the giftedness of dyslexics. The second article from Mahnaz Akhavan Tafti from Alzahra University in Teheran, Iran explains about talents and giftedness among dyslexic children and adults. The ←12 | 13→discussion of children with dyslexia has also been addressed in the next article by Samudra Senarath from the University of Colombo, Sri Lanka about secondary symptoms and special topics about anxiety and self-esteem as mechanism among dyslexic children. Also, comprehensive reading difficulties on the Sinhala language of dyslexic students in Sri Lanka will be explained by Enoka Randeniya from the University of Colombo.

Further, Francisca Serrano from the University of Granada in Spain measured the emotional profile in children with dyslexia and learning disabilities. She could show higher values in anxiety, and lower values in self-concept and self-esteem in dyslexic children. A dark consequence of developmental dyslexia is explained in the next part by Isabel Leite and Tânia Fernandes from the University of Évora and the University of Lisboa in Portugal. In this article, they could show that the discrimination of mirror images is not automatised.

Furthermore, three articles from the Arabic speaking area are integrated into this chapter. Adil Ishag from the International University of Africa in Sudan discusses the impact of Diglossia on Arabic reading comprehension, and he explains the problems of the dyslexic children. Raziq Ouafa from the Université Hassan II, Morocco focuses on the interview results among teachers from Casablanca about the relevance of the phenomenon of dyslexia in Morocco. The last but not least is the study from Khaled Youssef Alammar from Damascus University in Syria that gives interesting results about dyslexia among fourth class pupils in rural Daraa.

All of the chapters above are work reports from many researchers across countries that are integrated mostly in the presentations on the workshop “Dyslexia and Traumatic Experiences”. Therefore, those works and scientists are keeping to interact and collaborate with others.

Evelin Witruk and Dian Sari Utami

Details

Pages
250
Year
2019
ISBN (PDF)
9783631795989
ISBN (ePUB)
9783631795996
ISBN (MOBI)
9783631796009
ISBN (Softcover)
9783631731918
DOI
10.3726/b15891
Language
English
Publication date
2019 (September)
Keywords
Developmental dyslexia Stress Trauma Mental well-being Diglossia Reading comprehension
Published
Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2019., 250 pp., 26 fig. b/w, 23 tables

Biographical notes

Evelin Witruk (Volume editor) Dian Sari Utami (Volume editor)

Evelin Witruk is a full professor of Educational and Rehabilitation Psychology at the University of Leipzig. Dian Sari Utami is a team member in the international Department of Educational and Rehabilitation Psychology at the University of Leipzig.

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Title: Traumatic Experiences and Dyslexia