[article] 
inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678

Titre :	Bullying and Identity Development: Insights from Autistic and Non-autistic College Students
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur
Année de publication :	2018
Article en page(s) :	p.666-678
Langues :	Anglais (eng)
Mots-clés :	Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem"
Index. décimale :	PER Périodiques
Résumé :	Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development.
En ligne :	https://doi.org/10.1007/s10803-017-3383-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

[article] Bullying and Identity Development: Insights from Autistic and Non-autistic College Students [Texte imprimé et/ou numérique] / Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur . - 2018 . - p.666-678.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678

Mots-clés :	Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem"
Index. décimale :	PER Périodiques
Résumé :	Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development.
En ligne :	https://doi.org/10.1007/s10803-017-3383-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338