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Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur Année de publication : 2018 Article en page(s) : p.953-964 Langues : Anglais (eng) Mots-clés : Authenticity Autism spectrum disorder Conversation analysis Social skills Social-cognitive interventions Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964[article] Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur . - 2018 . - p.953-964.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964
Mots-clés : Authenticity Autism spectrum disorder Conversation analysis Social skills Social-cognitive interventions Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 “I want to fit in… but I don’t want to change myself fundamentally”: A qualitative exploration of the relationship between masking and mental health for autistic teenagers / Louise CHAPMAN in Research in Autism Spectrum Disorders, 99 (November)
[article]
Titre : “I want to fit in… but I don’t want to change myself fundamentally”: A qualitative exploration of the relationship between masking and mental health for autistic teenagers Type de document : Texte imprimé et/ou numérique Auteurs : Louise CHAPMAN, Auteur ; Kieran ROSE, Auteur ; Laura HULL, Auteur ; William MANDY, Auteur Année de publication : 2022 Article en page(s) : 102069 Langues : Anglais (eng) Mots-clés : Autism Masking Authenticity Mental health Young people Index. décimale : PER Périodiques Résumé : Background Previous research has identified an association between masking and mental health for autistic people. However, the direction of causality and mechanisms involved in this relationship are not well understood. This qualitative study aimed to investigate autistic teenagers’ experiences of masking, mental health and how the two develop and interact. Methods Twenty autistic teenagers took part in a semi-structured interview. The interviews were analysed using Reflexive Thematic Analysis. Results From the analysis, one theme was identified to conceptualise masking as described by participants. Five more inter-related themes were identified, each involved both in the relationship between masking and mental health and conversely in the relationship between authenticity and mental health. Participants described how masking and mental health both influence each other, and both are influenced by social and environmental factors. Conclusions The findings are consistent with previous research indicating that masking is associated with mental health difficulties. Our analysis presents a broader conceptualisation of masking than previously defined in the literature, placing social oppression of autistic people at the heart of the relationship between masking and mental health. The findings have implications for diagnostic services, post-diagnostic support and therapeutic interventions, highlighting the need to challenge deficit-based narratives of autism. En ligne : https://doi.org/10.1016/j.rasd.2022.102069 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Research in Autism Spectrum Disorders > 99 (November) . - 102069[article] “I want to fit in… but I don’t want to change myself fundamentally”: A qualitative exploration of the relationship between masking and mental health for autistic teenagers [Texte imprimé et/ou numérique] / Louise CHAPMAN, Auteur ; Kieran ROSE, Auteur ; Laura HULL, Auteur ; William MANDY, Auteur . - 2022 . - 102069.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 99 (November) . - 102069
Mots-clés : Autism Masking Authenticity Mental health Young people Index. décimale : PER Périodiques Résumé : Background Previous research has identified an association between masking and mental health for autistic people. However, the direction of causality and mechanisms involved in this relationship are not well understood. This qualitative study aimed to investigate autistic teenagers’ experiences of masking, mental health and how the two develop and interact. Methods Twenty autistic teenagers took part in a semi-structured interview. The interviews were analysed using Reflexive Thematic Analysis. Results From the analysis, one theme was identified to conceptualise masking as described by participants. Five more inter-related themes were identified, each involved both in the relationship between masking and mental health and conversely in the relationship between authenticity and mental health. Participants described how masking and mental health both influence each other, and both are influenced by social and environmental factors. Conclusions The findings are consistent with previous research indicating that masking is associated with mental health difficulties. Our analysis presents a broader conceptualisation of masking than previously defined in the literature, placing social oppression of autistic people at the heart of the relationship between masking and mental health. The findings have implications for diagnostic services, post-diagnostic support and therapeutic interventions, highlighting the need to challenge deficit-based narratives of autism. En ligne : https://doi.org/10.1016/j.rasd.2022.102069 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491