A narrative inquiry of dyslexic post graduate healthcare students: presentation of the model of occupational potential and possible selves

Abstract Introduction The occupational potential and possible selves of dyslexic students is not well understood. Objective This research explored the narratives of dyslexic post graduate healthcare students to elucidate the participants temporal lived experiences of barriers and facilitators of occupational potential and possible selves. This research presents The Model of Occupational Potential and Possible Selves. Method Temporal narratives were gathered via 24 semi structured interviews with nine participants. Data from five participants are presented here as a constructed act and two scenes of a play using narrative inquiry, thematic analysis and performance ethnography. Results Themes were organised into Act One, ‘Congruent and Incongruent Environments, Occupational Potential and Possible Selves’. This act is separated into Two scenes which explore experiences of diagnosis and implications on education and potential: Scene One, “It would say if it wasn’t!” and Scene two, “I think you’ve got a problem”. Together the act and scenes provide insight into the complex experiences of diagnosis, terminologies used, impact on identity, potential and future possibilities. Conclusion The findings indicate the interconnected and interdependent nature of occupational potential and possible selves. These findings led to the construction of a model which encapsulates the process of achieving desired possible selves through a transitionary cycle of reaching occupational potential. This model can be a useful tool in occupational therapy and education.