Jacky MoránM.Sc. Social Psychology/M. A. Career Guidance

Practice

“If my mind can conceive it, and my heart can believe it—then I can achieve it.”

He was one of the world’s heavyweight boxing champions and Olympic Gold Medallist. He had a record 56 wins – 5 losses and became a tireless advocate for social justice, including for those with dyslexia.

Why am I researching this ?

Snakes and Ladders is suggested as a metaphor to illustrate how dyslexia may have affected employment trajectory in the lives of these individuals and their organisations.

Snakes and Ladders

• This small scale research attempts to shed light on the career trajectories of four adults and their interrelationship between dyslexia, mid-life career changes and career management.

• Using a semi-structured interview, followed by a MIND Self-assessment questionnaire, it looks into interconnectivity between dyslexia and hurdles in their careers.

• Note: The use of the phrase “the dribbling class” was recorded verbatim from one of the participants as this was the common label used to describe the segregated special needs class.

• A key feature of this research is that it crosses disciplinary boundaries between theoretical models of careers, disabilities, educational psychology and sociology.

• This research uses a narrative constructivist approach to enable a holistic view of how the participants have made sense of their dyslexia and career development.

• The research challenges the deficit model of disability and dyslexia and explores reframing dyslexia as a difference.

“You know my name, not my story. You've heard what I've done, but

not what I've been through.”

― Jonathan Anthony Burkett, Neglected But Undefeated

Cautionary Tales : Narrative Approach

“Five a day?” Disability, Disease, Dyslexia, Difference or Diversity; who draws the line?

“ It is quite normal to be constantly stuttering and stopping and reviewing and

reading and trying and failing and trying again then there is the marvellous

intermission of Samuel Beckett which is - Fail again. Fail better. – which seems

the perfect slogan for a dyslexic. “

Rob – Film Producer/ Director BSc Philosophy of Mathematics ( failed 11+ exam)

Theoretical Frameworks

1. Constructivist /Narrative approach vs. positivist

approach to career transitions

2. Social model vs. medical model of disability

3. Strength model vs. deficit model

4. Participants' metaphors vs. Inkson’s career metaphors

This is a small-scale research project explores the interrelationship

between the job search process, dyslexia and managing career

trajectories.

It is based on a phenomenological account of four participants’ career

trajectories and their own understanding of how dyslexia marked their

paths.

Opportunistic selection of participants

PARTICIPANT EDUCATION CAREER SECTOR AGE/GENDER

ROB B.Sc. Philosophy of Mathematics

Film Director and Producer

Main UK TV Channel 57 Male

GILL M.Sc. Organisational Behaviour M.Sc. Computer Science. Registrar Chemical Pathology, MBBS (MD)

Senior BusinessAnalyst Computer ScientistGeneral Medical Practitioner (GP)

Self-employed / Private Sector Retail

55 Female

BARBARA Post Graduate Diploma Education /Legal training

Senior Manager in the Community and Welfare to Work sector (currently a post graduate student).

Charity and Public Sector

50+ Female

ANDY ElectricalApprenticeship /Shop Steward

Senior Health and Safety Manager (retired)

Construction Industry 74 Male

Methods

Semi – structured interview – Interview 1 (five themes)

MIND – SELF ASSESSMENT QUESTIONNIARE – Interview 2

Feedback

Personal Correspondence - other researchers

Dr. Fernette and Brock Eide MD Neurologists – Dyslexia Advantage

Nancy Doyle- M.Sc. Occupational Psychologist -Genius Within

Dr. Stephen MacDonald –Senior LectureUniversity of Sunderland

Rob- Participant

SAMPLE TOOLS

Emerging themes

“Left handed person in a right handed world ”

“I’ve got this dyslexia …So what! I wear glasses ‘cos me eyeballs are crap… So what! That’s a par I would put it on, you know…”

Andy- Senior Health and Safety Manager

Conclusion

• There is a need to adapt a differentiated approach to

guidance

• A narrative approach, including the contextual

experience, offers the space to explore complex

stories

The MIND Self-assessment questionnaire may support

this process as part of the guidance practitioner’s

toolkit

Conclusion