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Auteur Felicity SEDGEWICK |
Documents disponibles écrits par cet auteur (7)
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Autistic girls and school exclusion: Perspectives of students and their parents / Kelda SPROSTON in Autism & Developmental Language Impairments, 2 (January-December 2017)
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Titre : Autistic girls and school exclusion: Perspectives of students and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 2 (January-December 2017)[article] Autistic girls and school exclusion: Perspectives of students and their parents [Texte imprimé et/ou numérique] / Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 2 (January-December 2017)
Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents / Felicity SEDGEWICK in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
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Titre : Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Rhiannon YATES, Auteur ; Leanne PICKERING, Auteur ; Elizabeth PELLICANO, Auteur Année de publication : 2016 Article en page(s) : p.1297-1306 Langues : Anglais (eng) Mots-clés : Autism Gender Girls Friendship Peer relationships Social motivation Motivation, Amitié Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives. En ligne : http://dx.doi.org/10.1007/s10803-015-2669-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1297-1306[article] Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Rhiannon YATES, Auteur ; Leanne PICKERING, Auteur ; Elizabeth PELLICANO, Auteur . - 2016 . - p.1297-1306.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1297-1306
Mots-clés : Autism Gender Girls Friendship Peer relationships Social motivation Motivation, Amitié Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives. En ligne : http://dx.doi.org/10.1007/s10803-015-2669-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 ‘I have more control over my life’: A qualitative exploration of challenges, opportunities, and support needs among autistic university students / Matthew SCOTT in Autism & Developmental Language Impairments, 6 (January-December 2021)
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Titre : ‘I have more control over my life’: A qualitative exploration of challenges, opportunities, and support needs among autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Matthew SCOTT, Auteur ; Felicity SEDGEWICK, Auteur Article en page(s) : 23969415211010419 Langues : Anglais (eng) Mots-clés : Autism higher education mental health support Index. décimale : PER Périodiques Résumé : BackgroundAutistic people are known to experience more mental health issues than non-autistic people, and the same is true among university students. These difficulties can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges autistic students face can help institutions to better support this group, while allowing celebration of the opportunities higher education offers.Methods12 autistic university students took part in semi-structured interviews about their mental health, the impact of university on their mental health, and their experiences of support while in higher education. Interviews were subject to thematic analysis.ResultsThree key themes were identified from autistic student accounts: Relationships, Independence, and Support. While each of these encompassed positive and negative elements, Relationships were described as tying everything together – when these were supportive, things went well, but when they were characterized by stigmatizing attitudes, students experienced much greater difficulties at university.ConclusionsAutistic students can and do thrive at university, as shown by many of our participants. However, all faced significant challenges with their mental health at times, and experienced varying levels of support. Improving autism knowledge among staff, with emphasis on enabling better relationships, would make a significant difference to the autistic student experience. En ligne : http://dx.doi.org/10.1177/23969415211010419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211010419[article] ‘I have more control over my life’: A qualitative exploration of challenges, opportunities, and support needs among autistic university students [Texte imprimé et/ou numérique] / Matthew SCOTT, Auteur ; Felicity SEDGEWICK, Auteur . - 23969415211010419.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211010419
Mots-clés : Autism higher education mental health support Index. décimale : PER Périodiques Résumé : BackgroundAutistic people are known to experience more mental health issues than non-autistic people, and the same is true among university students. These difficulties can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges autistic students face can help institutions to better support this group, while allowing celebration of the opportunities higher education offers.Methods12 autistic university students took part in semi-structured interviews about their mental health, the impact of university on their mental health, and their experiences of support while in higher education. Interviews were subject to thematic analysis.ResultsThree key themes were identified from autistic student accounts: Relationships, Independence, and Support. While each of these encompassed positive and negative elements, Relationships were described as tying everything together – when these were supportive, things went well, but when they were characterized by stigmatizing attitudes, students experienced much greater difficulties at university.ConclusionsAutistic students can and do thrive at university, as shown by many of our participants. However, all faced significant challenges with their mental health at times, and experienced varying levels of support. Improving autism knowledge among staff, with emphasis on enabling better relationships, would make a significant difference to the autistic student experience. En ligne : http://dx.doi.org/10.1177/23969415211010419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year / Matthew SCOTT in Journal of Autism and Developmental Disorders, 53-3 (March 2023)
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Titre : Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year Type de document : Texte imprimé et/ou numérique Auteurs : Matthew SCOTT, Auteur ; Jenni LEPPANEN, Auteur ; Melissa ALLEN, Auteur ; Chris JARROLD, Auteur ; Felicity SEDGEWICK, Auteur Article en page(s) : p.1107-1116 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic people have worse mental health (MH) than non-autistic people. This proof-of-concept study explored feasibility of longitudinal research with autistic university students, focusing on their MH and coping styles across an academic year. En ligne : https://doi.org/10.1007/s10803-022-05560-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500
in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1107-1116[article] Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year [Texte imprimé et/ou numérique] / Matthew SCOTT, Auteur ; Jenni LEPPANEN, Auteur ; Melissa ALLEN, Auteur ; Chris JARROLD, Auteur ; Felicity SEDGEWICK, Auteur . - p.1107-1116.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1107-1116
Index. décimale : PER Périodiques Résumé : Autistic people have worse mental health (MH) than non-autistic people. This proof-of-concept study explored feasibility of longitudinal research with autistic university students, focusing on their MH and coping styles across an academic year. En ligne : https://doi.org/10.1007/s10803-022-05560-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 Parent perspectives on autistic girls’ friendships and futures / Felicity SEDGEWICK in Autism & Developmental Language Impairments, 3 (January-December 2018)
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Titre : Parent perspectives on autistic girls’ friendships and futures Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] Parent perspectives on autistic girls’ friendships and futures [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys / Carolien RIEFFE in Autism, 25-1 (January 2021)
PermalinkUnderstanding camouflaging and identity in autistic children and adolescents using photo-elicitation / Stephanie J. HOWE in Research in Autism Spectrum Disorders, 108 (October 2023)
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