Parents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexia
Author(s) / Creator(s)
Diakogiorgi, Kleopatra
Tsiligirian, Ermioni
Abstract / Description
This article studies the cognitions of (a) parents of children with dyslexia and (b) school career counsellors about possible career choices for dyslexic children, by comparing their evaluations of occupational competence (EOCs) for dyslexic children, to those for children without dyslexia. For dyslexic children, 116 participants rated the suitability of 28 occupations, varying according to the required level of written-language use. For children without dyslexia, the same participants rated these same occupations according to if they estimated it might be a “good” occupational choice or not. Participants were free to take into account different criteria often used when considering a job (employability, remuneration, prestige, job security, career prospects). By the aforementioned differentiation of terms used (i.e. suitability vs “goodness”), it was indirectly solicited from the participants to also consider the impairment in their judgement. The results showed that occupations requiring high written-language skills were evaluated as “good” for children without dyslexia but less suitable for children with dyslexia. The exact opposite trend was observed for occupations having lower such requirements. Another noteworthy result is the discrepancy between the ratings obtained from counsellors and those from parents: while both groups provided similar ratings for children without dyslexia, substantial differences were recorded when rating the suitability of these same jobs for dyslexic children. This different pattern of cognitions is discussed herein, and their connection with parental expectations and aspirations is analysed, while contrasted with shifts due to counsellors’ stereotypical views.
Keyword(s)
dyslexia children with and without dyslexia occupational competence parents’ cognitions school career counsellors’ cognitions school career counsellingPersistent Identifier
Date of first publication
2016-03-23
Journal title
The European Journal of Counselling Psychology
Volume
4
Issue
1
Page numbers
32–61
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Diakogiorgi, K., & Tsiligirian, E. (2016). Parents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexia. The European Journal of Counselling Psychology, 4(1), 32–61. https://doi.org/10.5964/ejcop.v4i1.97
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Author(s) / Creator(s)Diakogiorgi, Kleopatra
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Author(s) / Creator(s)Tsiligirian, Ermioni
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PsychArchives acquisition timestamp2018-11-29T07:49:03Z
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Made available on2018-11-29T07:49:03Z
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Date of first publication2016-03-23
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Abstract / DescriptionThis article studies the cognitions of (a) parents of children with dyslexia and (b) school career counsellors about possible career choices for dyslexic children, by comparing their evaluations of occupational competence (EOCs) for dyslexic children, to those for children without dyslexia. For dyslexic children, 116 participants rated the suitability of 28 occupations, varying according to the required level of written-language use. For children without dyslexia, the same participants rated these same occupations according to if they estimated it might be a “good” occupational choice or not. Participants were free to take into account different criteria often used when considering a job (employability, remuneration, prestige, job security, career prospects). By the aforementioned differentiation of terms used (i.e. suitability vs “goodness”), it was indirectly solicited from the participants to also consider the impairment in their judgement. The results showed that occupations requiring high written-language skills were evaluated as “good” for children without dyslexia but less suitable for children with dyslexia. The exact opposite trend was observed for occupations having lower such requirements. Another noteworthy result is the discrepancy between the ratings obtained from counsellors and those from parents: while both groups provided similar ratings for children without dyslexia, substantial differences were recorded when rating the suitability of these same jobs for dyslexic children. This different pattern of cognitions is discussed herein, and their connection with parental expectations and aspirations is analysed, while contrasted with shifts due to counsellors’ stereotypical views.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationDiakogiorgi, K., & Tsiligirian, E. (2016). Parents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexia. The European Journal of Counselling Psychology, 4(1), 32–61. https://doi.org/10.5964/ejcop.v4i1.97en_US
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ISSN2195-7614
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1659
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2025
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejcop.v4i1.97
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Keyword(s)dyslexiaen_US
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Keyword(s)children with and without dyslexiaen_US
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Keyword(s)occupational competenceen_US
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Keyword(s)parents’ cognitionsen_US
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Keyword(s)school career counsellors’ cognitionsen_US
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Keyword(s)school career counsellingen_US
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Dewey Decimal Classification number(s)150
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TitleParents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexiaen_US
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DRO typearticle
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Issue1
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Journal titleThe European Journal of Counselling Psychology
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Page numbers32–61
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Volume4
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Visible tag(s)Version of Record