Abstract
This qualitative study explored the childhood experiences of growing up with a sibling with Developmental Coordination Disorder (DCD) to offer an ‘outsider’s’ view of this condition. Ten individuals who had grown up with a sibling with DCD were interviewed about their experiences. Data were analysed using Thematic Analysis. Analysis described three main themes: i)‘witnessing the challenges for their sibling with DCD’ ii) ‘experiencing the impact on the family’; iii) ‘a vacuum of knowledge’. Not all experiences were negative and transcending these themes was the notion ‘resolution and finding benefit’ highlighting access to support, being more empathic and resilient, becoming a role model for others and finding success. Participants play witness to their sibling’s experiences which can often be negative sometimes impacted by a vacuum of knowledge but they also describe how a diagnosis of DCD comes with some benefits which are discussed in the context of ‘posttraumatic growth’.
Highlights
Developmental Coordination Disorder (DCD) and its Impact on the IndividualDevelopmental Coordination Disorder (DCD), sometimes known as Dyspraxia in lay terms, is estimated to be approximately 5% of the population (DSM-5, American Psychiatric Association, 2013)
Fewer than a third of physicians have an awareness of the secondary consequences of DCD (Wilson et al, 2013), just 23% of GPs have any knowledge of the condition, with only 9% ever diagnosing it in their careers (Harris et al, 2015) and even when DCD is diagnosed, 43% of individuals receive no formal support for the condition (Alonso Soriano et al, 2015)
Formal analysis commenced once all interviews had been completed and transcribed. Participants described their experiences of growing up with a sibling with DCD drawing upon their own experiences and those of their sibling
Summary
Developmental Coordination Disorder (DCD) and its Impact on the Individual. Developmental Coordination Disorder (DCD), sometimes known as Dyspraxia in lay terms, is estimated to be approximately 5% of the population (DSM-5, American Psychiatric Association, 2013). The disorder substantially reduces an individual’s ability to acquire and execute motor skills to an extent that it significantly interferes with academic achievement and/or activities of daily living (American Psychiatric Association, 2013). The disorder is commonly associated with numerous secondary social, emotional, behavioural difficulties which arise from the culmination of limited motor skills and the frustration experienced when struggling to complete basic daily activities (Missiuna et al, 2004). Despite the wide array of difficulties that can arise from DCD, this condition is still largely misunderstood and under-supported in society. Fewer than a third of physicians have an awareness of the secondary consequences of DCD (Wilson et al, 2013), just 23% of GPs have any knowledge of the condition, with only 9% ever diagnosing it in their careers (Harris et al, 2015) and even when DCD is diagnosed, 43% of individuals receive no formal support for the condition (Alonso Soriano et al, 2015)
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