Dyslexia and the school counsellor: A Maltese case study

Aim: This paper seeks to understand whether Maltese school counsellors are equipped to deal with dyslexic clients, considers whether specific strategies need to be used, and what positive effects, if any, counselling has on these clients. Previous studies: A literature review on self-concept and techniques on how to improve the self-concept of children with Learning Disabilities (LD)/Specific Learning Difficulties (SpLD) will place the current study in context. Method: Questionnaires (available from the authors on request) were distributed to all school counsellors on the island and analysed using content analysis. Findings: Findings from respondents indicate a need for more training, evidence-based knowledge of specific techniques when dealing effectively and successfully with dyslexic clients, specific specialised training to understand dyslexic clients and that counselling has a positive effect on dyslexic clients.     

A Mixed-Methodological Evaluation of a Subjective Well-Being Intervention Program With Elementary-Age Students

An embedded mixed-methods design was implemented with 34 elementary-age students (mean age = 10.15 years, SD = 0.65) to evaluate salient experiences and improvements in protective factors and life satisfaction associated with a subjective well-being intervention program (SWIP). Analyses resulted in a model of participant experiences in which thematic experiences with SWIP participation (improved emotional expression, enhanced self-discovery, and increased empathy) promoted the emergence of protective factors (self-concept and self-confidence) that contributed to life satisfaction.