Promoting mental health in children with dyslexia: Piloting the Clever Kids program

INTERVENTION: Participants in this pilot of the Clever Kids program will be children with a diagnosis of dyslexia who are in their final two years of primary school (Year 5 and Year 6). Participants will be recruited through the Dyslexia‐SPELD Foundation (DSF), who will publicise the study in their regular newsletter, online forums, and via their email list. The aim of this study is to determine the effectiveness and acceptability of the program in: 1) Developing effective coping and emotion regulation strategies 2) Improving self‐esteem, resilience, and assertiveness in support‐seeking 3) Reducing internalising and externalising symptomatology The program is aimed at children with a diagnosis of dyslexia, implemented by a registered psychologist, and conducted in groups (n 10). Group sessions are conducted once a week at DSF clinics. The program consists of nine weekly sessions attended after school over a school term. Each session lasts one hour and fifteen minutes. Session content has been informed by evidence‐based socioemotional programs and adapted for children with reading difficulties. The program concentrates intensively on three key skill areas: 1) awareness and strengthening of current coping methods, 2) challenging self‐defeating thoughts, and 3) assertion skills to discover needs and ask appropriately for support. Session 1 establishes group and confidentiality rules and considers the experience of dyslexia, with a specific focus on resilience and a multidimensional approach to self‐esteem. Sessions 2‐5 focus on coping, emotion regulation, and positive/optimistic thinking. Session 6 focuses on setting and pursuing achievable goals. Sessions 7 and 8 focus on developing assertive verbal and non‐verbal behaviour. Session 9 revises and integrates program components. Sessions include the direct teaching of educational information by the psychologist, sharing and discussing individual experiences of living with dyslexia, small gr CONDITION: Dyslexia; ; Dyslexia Mental Health ‐ Learning disabilities Neurological ‐ Other neurological disorders PRIMARY OUTCOME: Change in Resilience (Connor‐Davidson Resilience Scale); Child‐report[Baseline: Immediately pre‐intervention; Follow‐up: Immediately post‐intervention; Maintenance: 3 months post intervention] Change in the use of 2 Emotion Regulation strategies ‐ cognitive reappraisal and expressive suppression (Emotion Regulation Questionnaire for Children and Adolescents); Child‐report[Baseline: Immediately pre‐intervention; Follow‐up: Immediately post‐intervention; Maintenance: 3 months post intervention] Change in the use of Coping strategies (Adolescent Coping Scale); Child‐report[Baseline: Immediately pre‐intervention; Follow‐up: Immediately post‐intervention; Maintenance: 3 months post intervention; ] SECONDARY OUTCOME: Change in Frostig Success Attributes (Self‐Awareness, Proactivity, Perseverance, Goal‐setting, Support Systems, Coping Strategies). These six attributes will be assessed using a short questionnaire developed by the Dyslexia‐SPELD Foundation. As this questionnaire has not yet been validated, this outcome is exploratory, and one of the aims of this pilot trial is to generate reliability and validity data for this measure. ; Child‐report ; ; [Baseline: Immediately pre‐intervention ; Follow‐up: Immediately post‐intervention ; Maintenance: 3 months post intervention] Change in Internalising and Externalising symptomatology (Strengths and Difficulties Questionnaire) ; Child‐report [Baseline: Immediately pre‐intervention ; Follow‐up: Immediately post‐intervention ; Maintenance: 3 months post intervention] Change in Internalising and Externalising symptomatology (Strengths and Difficulties Questionnaire) ; Parent‐report (primary caregiver)[Baseline: Immediately pre‐intervention ; Follow‐up: Immediately post‐intervention ; Maintenance: 3 months post intervention] Change in Self‐esteem (Rosenberg Self‐esteem Scale) ; Child‐report[Baseline: Immediately pre‐intervention ; Follow‐up: Immediately post‐intervention ; Maintenance: 3 months post intervention] INCLUSION CRITERIA: Participants in the Clever Kids program are children with a diagnosis of dyslexia who are in their final two years of primary school (Year 5 and Year 6). One primary caregiver will need to be involved in the study. The primary caregiver will report on the child's emotional health, using the parent‐report version of the Strengths and Difficulties Questionnaire. Participants must be willing to provide informed consent (parent consent and child assent).