Coping Styles

Coping styles (characteristic learned responses to stressors) evidenced by flexibility, tolerance, self-reflection, empathy, or support for others with the desire to contribute to the group are most likely to contribute to resilient personalities. Individuals with dyslexia frequently encounter situations in which academic and social difficulties result in frustration or failure; they need assistance in developing coping strategies that bypass learned helplessness, negativism, less than satisfactory social interactions, and an external locus of control (Grosser & Spafford, 2000; Spafford & Grosser, 1993).

All individuals need to develop various ways to relax to manage anxiety, fear, anger, or frustration in response to stress. The discomfort one feels in reaction to stress naturally is caused by the body's fight-or-flight emotional response. The body prepares to act with tight muscles and a pounding heart. When an action is not appropriate, the individual remains "uptight" (Coon, 1994, p. 442).

Wheeler and Frank (1988) suggest any full body exercise such as swimming, dancing, yoga, most sports, and walking to reduce stress. When exercise is used for stress management, a daily routine is recommended. The effects of stress are diminished because the body has an outlet.

Coon (1994) also recommends meditation to "quiet" the body and "promote relaxation."  According to Coon, "listening to or playing music, taking nature walks, enjoying hobbies, and the like can be meditations of sorts" (p. 443).

Dyslexics who persistently assume responsibility for learning/achievement (internal locus of control), seek support systems as needed, and stick to tasks are more apt to have effective coping styles and resilient personalities when stressors (medical, educational, familial, community) present themselves.