Advice for autistic people considering a career in academia / Sandra C. JONES in Autism, 27-7 (October 2023)  

Public ISBD [article]  inAutism > 27-7 (October 2023) . - p.2187-2192 Titre : Advice for autistic people considering a career in academia Type de document : texte imprimé Auteurs : Sandra C. JONES, Auteur Article en page(s) : p.2187-2192 Langues : Anglais (eng) Mots-clés : academia  apprenticeship  career Index. décimale : PER Périodiques Résumé : Academia is underpinned by an apprenticeship model, with increasing recognition of the need for a 'cognitive apprenticeship' model in which the methods and strategies of academic success are learnt through participation in a community of inquiry. Autistic people face systemic barriers in academia, as in other professions, and these may be exacerbated by a model based on learning by observing and modelling. This study sought to obtain specific practical advice for autistic people considering a career in academia, from the perspective of those already working within the academy. Thirty-seven autistic academics provided written reflections on the advice they would give a young person considering a career in academia. Five key themes were generated from these reflections: know the role, find the right people, know (and value) yourself, remember well-being and proceed with caution but with passion.Lay abstractOne of the recognised strengths of autistic people is their ability to absorb and retain large amounts of information; autistic children and adolescents are often described as 'little professors'. So, is the life of a university researcher or teacher the ideal career for an autistic person In this study, 37 autistic people working in universities and colleges provide advice to young people considering a future career as an academic. They emphasise the importance of understanding the complexities and requirements of the role, understanding and valuing yourself and your strengths, and finding the right people to work with and learn from. They also discuss the importance of maintaining a balance between work and well-being, and between caution and passion. The life of an academic can be ideally suited to an autistic person, but it can also be very challenging. En ligne : http://dx.doi.org/10.1177/13623613231161882 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Advice for autistic people considering a career in academia [texte imprimé] / Sandra C. JONES, Auteur . - p.2187-2192. Langues : Anglais (eng) in Autism > 27-7 (October 2023) . - p.2187-2192 Mots-clés : academia  apprenticeship  career Index. décimale : PER Périodiques Résumé : Academia is underpinned by an apprenticeship model, with increasing recognition of the need for a 'cognitive apprenticeship' model in which the methods and strategies of academic success are learnt through participation in a community of inquiry. Autistic people face systemic barriers in academia, as in other professions, and these may be exacerbated by a model based on learning by observing and modelling. This study sought to obtain specific practical advice for autistic people considering a career in academia, from the perspective of those already working within the academy. Thirty-seven autistic academics provided written reflections on the advice they would give a young person considering a career in academia. Five key themes were generated from these reflections: know the role, find the right people, know (and value) yourself, remember well-being and proceed with caution but with passion.Lay abstractOne of the recognised strengths of autistic people is their ability to absorb and retain large amounts of information; autistic children and adolescents are often described as 'little professors'. So, is the life of a university researcher or teacher the ideal career for an autistic person In this study, 37 autistic people working in universities and colleges provide advice to young people considering a future career as an academic. They emphasise the importance of understanding the complexities and requirements of the role, understanding and valuing yourself and your strengths, and finding the right people to work with and learn from. They also discuss the importance of maintaining a balance between work and well-being, and between caution and passion. The life of an academic can be ideally suited to an autistic person, but it can also be very challenging. En ligne : http://dx.doi.org/10.1177/13623613231161882 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Autism in Australia: Community Knowledge and Autistic People's Experiences / Sandra C. JONES in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3677-3689 Titre : Autism in Australia: Community Knowledge and Autistic People's Experiences Type de document : texte imprimé Auteurs : Sandra C. JONES, Auteur ; Muhammad AKRAM, Auteur ; Chloe S. GORDON, Auteur ; Nada MURPHY, Auteur ; Fiona SHARKIE, Auteur Article en page(s) : p.3677-3689 Langues : Anglais (eng) Mots-clés : Attitude  Autism Spectrum Disorder  Autistic Disorder/epidemiology  Humans  Parents  Surveys and Questionnaires  Attitudes  Autism  Community perceptions  Knowledge  Understanding Index. décimale : PER Périodiques Résumé : This paper presents two studies that explored community attitudes to autism in Australia; and autistic people and their families' perspectives of community attitudes. In Study One 2424 (primarily non-autistic) people completed a survey on autism-related knowledge and attitudes; identifying a number of misperceptions and knowledge gaps in the general community. In Study Two 1353 people (primarily parents and carers of autistic people) completed a survey on autism-related experiences; identifying that the community's awareness of autism does not appear to extend to understanding how to support autistic people. There is a need for more research which integrates the perspectives of both autistic people and the broader community; and the development of communication and education interventions, with rather than about autistic people. En ligne : http://dx.doi.org/10.1007/s10803-020-04819-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Autism in Australia: Community Knowledge and Autistic People's Experiences [texte imprimé] / Sandra C. JONES, Auteur ; Muhammad AKRAM, Auteur ; Chloe S. GORDON, Auteur ; Nada MURPHY, Auteur ; Fiona SHARKIE, Auteur . - p.3677-3689. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3677-3689 Mots-clés : Attitude  Autism Spectrum Disorder  Autistic Disorder/epidemiology  Humans  Parents  Surveys and Questionnaires  Attitudes  Autism  Community perceptions  Knowledge  Understanding Index. décimale : PER Périodiques Résumé : This paper presents two studies that explored community attitudes to autism in Australia; and autistic people and their families' perspectives of community attitudes. In Study One 2424 (primarily non-autistic) people completed a survey on autism-related knowledge and attitudes; identifying a number of misperceptions and knowledge gaps in the general community. In Study Two 1353 people (primarily parents and carers of autistic people) completed a survey on autism-related experiences; identifying that the community's awareness of autism does not appear to extend to understanding how to support autistic people. There is a need for more research which integrates the perspectives of both autistic people and the broader community; and the development of communication and education interventions, with rather than about autistic people. En ligne : http://dx.doi.org/10.1007/s10803-020-04819-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Autistics working in academia: What are the barriers and facilitators? / Sandra C. JONES in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.822-831 Titre : Autistics working in academia: What are the barriers and facilitators? Type de document : texte imprimé Auteurs : Sandra C. JONES, Auteur Article en page(s) : p.822-831 Langues : Anglais (eng) Mots-clés : employment,higher education,lived experience Index. décimale : PER Périodiques Résumé : Autistic people are under-represented in university student populations, but their numbers are growing, and the barriers to their inclusion are being recognised. Outside of the student body, autistic people in academia are often overlooked, although this is starting to change with the growth in inclusive autism research. However, they remain absent from the academic literature, despite the evident synergies between autistic strengths and academic careers. This study explored the perceptions of 37 autistic academics from various disciplines: what are the positives of working in academia for autistic people, and what are the negatives? Participants reported many positive aspects of an academic career, including the fit with the strengths, characteristics and motivations of autistic people. However, they also noted barriers and challenges - social, environmental and structural - many of which could be addressed by greater awareness and acceptance of autism. Given the considerable benefits that autistic teachers and researchers bring to higher education, there is a clear need for universities and colleges to implement changes to the physical and social environment to make academia more inclusive.Lay AbstractAcademia appears to provide an ideal career option for autistic people: the opportunity to lock ourselves away in an ivory tower and utilise our extensive knowledge of a very specific topic. We know autistic people are underrepresented in postsecondary education, and there is a growing body of research on how to make universities more inclusive. What is missing from the literature is the voices of autistic people who have survived the university experience and gone on to become university teachers and researchers. Increasing the visibility of autistics in academia, and exploring the barriers and facilitators they experience in an academic career, is important to raise the aspirations of future university students and graduates. This study included 37 autistic academics from various disciplines and countries, exploring their perceptions of the positive and negative aspects of being an autistic in academia. En ligne : https://doi.org/10.1177/13623613221118158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Autistics working in academia: What are the barriers and facilitators? [texte imprimé] / Sandra C. JONES, Auteur . - p.822-831. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.822-831 Mots-clés : employment,higher education,lived experience Index. décimale : PER Périodiques Résumé : Autistic people are under-represented in university student populations, but their numbers are growing, and the barriers to their inclusion are being recognised. Outside of the student body, autistic people in academia are often overlooked, although this is starting to change with the growth in inclusive autism research. However, they remain absent from the academic literature, despite the evident synergies between autistic strengths and academic careers. This study explored the perceptions of 37 autistic academics from various disciplines: what are the positives of working in academia for autistic people, and what are the negatives? Participants reported many positive aspects of an academic career, including the fit with the strengths, characteristics and motivations of autistic people. However, they also noted barriers and challenges - social, environmental and structural - many of which could be addressed by greater awareness and acceptance of autism. Given the considerable benefits that autistic teachers and researchers bring to higher education, there is a clear need for universities and colleges to implement changes to the physical and social environment to make academia more inclusive.Lay AbstractAcademia appears to provide an ideal career option for autistic people: the opportunity to lock ourselves away in an ivory tower and utilise our extensive knowledge of a very specific topic. We know autistic people are underrepresented in postsecondary education, and there is a growing body of research on how to make universities more inclusive. What is missing from the literature is the voices of autistic people who have survived the university experience and gone on to become university teachers and researchers. Increasing the visibility of autistics in academia, and exploring the barriers and facilitators they experience in an academic career, is important to raise the aspirations of future university students and graduates. This study included 37 autistic academics from various disciplines and countries, exploring their perceptions of the positive and negative aspects of being an autistic in academia. En ligne : https://doi.org/10.1177/13623613221118158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Being a Girl in a Boys’ World: Investigating the Experiences of Girls with Autism Spectrum Disorders During Adolescence / Elizabeth K. CRIDLAND in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1261-1274 Titre : Being a Girl in a Boys’ World: Investigating the Experiences of Girls with Autism Spectrum Disorders During Adolescence Type de document : texte imprimé Auteurs : Elizabeth K. CRIDLAND, Auteur ; Sandra C. JONES, Auteur ; Peter CAPUTI, Auteur ; Christopher A. MAGEE, Auteur Article en page(s) : p.1261-1274 Langues : Anglais (eng) Mots-clés : Autism  Female  Girl  Adolescence  Qualitative  Family systems Index. décimale : PER Périodiques Résumé : This study investigates the experiences of adolescent girls with autism spectrum disorders (ASD) during adolescence. Semi-structured interviews were conducted with three mother–daughter dyads and two additional mothers. A range of issues were highlighted covering physical, emotional, social and sexual domains. Some of these issues were similar to those experienced by boys with ASD during adolescence, such as negative implications of late diagnosis, challenges of transitioning to and coping with high school, ‘hands-on’ role of parents into adolescence, difficulties adjusting to the increased demands of adolescent hygiene routines, and the importance of learning personal boundaries in interactions with others. Other issues discussed were of particular relevance to adolescent girls with ASD, such as difficulties socialising with neurotypically developing girls, sex-specific puberty issues, and sexual vulnerabilities. This study highlights an important research area and is a preliminary step towards understanding the experiences of adolescent girls with ASD and their families. En ligne : http://dx.doi.org/10.1007/s10803-013-1985-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Being a Girl in a Boys’ World: Investigating the Experiences of Girls with Autism Spectrum Disorders During Adolescence [texte imprimé] / Elizabeth K. CRIDLAND, Auteur ; Sandra C. JONES, Auteur ; Peter CAPUTI, Auteur ; Christopher A. MAGEE, Auteur . - p.1261-1274. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1261-1274 Mots-clés : Autism  Female  Girl  Adolescence  Qualitative  Family systems Index. décimale : PER Périodiques Résumé : This study investigates the experiences of adolescent girls with autism spectrum disorders (ASD) during adolescence. Semi-structured interviews were conducted with three mother–daughter dyads and two additional mothers. A range of issues were highlighted covering physical, emotional, social and sexual domains. Some of these issues were similar to those experienced by boys with ASD during adolescence, such as negative implications of late diagnosis, challenges of transitioning to and coping with high school, ‘hands-on’ role of parents into adolescence, difficulties adjusting to the increased demands of adolescent hygiene routines, and the importance of learning personal boundaries in interactions with others. Other issues discussed were of particular relevance to adolescent girls with ASD, such as difficulties socialising with neurotypically developing girls, sex-specific puberty issues, and sexual vulnerabilities. This study highlights an important research area and is a preliminary step towards understanding the experiences of adolescent girls with ASD and their families. En ligne : http://dx.doi.org/10.1007/s10803-013-1985-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5 / Olivia SMITH in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.592-602 Titre : 'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5 Type de document : texte imprimé Auteurs : Olivia SMITH, Auteur ; Sandra C. JONES, Auteur Article en page(s) : p.592-602 Langues : Anglais (eng) Mots-clés : Asperger's  Dsm-5  Diagnostic category  Identity Index. décimale : PER Périodiques Résumé : Asperger's Syndrome was introduced as a separate diagnostic category in the DSM-4 (1994). Its subsequent absorption into autism spectrum disorder in the DSM-5 (2013) led to vigorous debate and concerns about the loss of the unique Asperger's identity. Existing research has identified that adults previously diagnosed with Asperger's have expressed a diverse range of opinions regarding the DSM-5 changes. This Australian study explored the role of disability identity development in responses to the change through semi-structured interviews with 12 adults diagnosed with Asperger's under the DSM-4. Their different views did not appear to be a function of demographic variables; a connection was identified between participants' views of the change and differing stages of integration with the Asperger's and/or autism identities. En ligne : http://dx.doi.org/10.1007/s10803-019-04294-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] 'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5 [texte imprimé] / Olivia SMITH, Auteur ; Sandra C. JONES, Auteur . - p.592-602. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.592-602 Mots-clés : Asperger's  Dsm-5  Diagnostic category  Identity Index. décimale : PER Périodiques Résumé : Asperger's Syndrome was introduced as a separate diagnostic category in the DSM-4 (1994). Its subsequent absorption into autism spectrum disorder in the DSM-5 (2013) led to vigorous debate and concerns about the loss of the unique Asperger's identity. Existing research has identified that adults previously diagnosed with Asperger's have expressed a diverse range of opinions regarding the DSM-5 changes. This Australian study explored the role of disability identity development in responses to the change through semi-structured interviews with 12 adults diagnosed with Asperger's under the DSM-4. Their different views did not appear to be a function of demographic variables; a connection was identified between participants' views of the change and differing stages of integration with the Asperger's and/or autism identities. En ligne : http://dx.doi.org/10.1007/s10803-019-04294-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Families Living With Autism Spectrum Disorder: Roles and Responsibilities of Adolescent Sisters / Elizabeth K. CRIDLAND in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

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Family-focused autism spectrum disorder research: A review of the utility of family systems approaches / Elizabeth K. CRIDLAND in Autism, 18-3 (April 2014)  

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Inclusion, Exclusion and Isolation of Autistic People: Community Attitudes and Autistic People's Experiences / Sandra C. JONES in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

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'Most people have no idea what autism is': Unpacking autism disclosure using social media analysis / Chris EDWARDS in Autism, 28-5 (May 2024)  

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Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism / Sandra C. JONES in Autism, 27-8 (November 2023)  

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