Happiness, self-esteem, and prosociality in children with and without autism spectrum disorder: Evidence from a UK population cohort study / Gillian MCCHESNEY in Autism Research, 11-7 (July 2018)  

Public ISBD [article]  inAutism Research > 11-7 (July 2018) . - p.1011-1023 Titre : Happiness, self-esteem, and prosociality in children with and without autism spectrum disorder: Evidence from a UK population cohort study Type de document : texte imprimé Auteurs : Gillian MCCHESNEY, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1011-1023 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  happiness  prosociality  self-esteem Index. décimale : PER Périodiques Résumé : High levels of childhood happiness, self-esteem, and prosociality are associated with positive social and emotional outcomes. Little is known about whether these constructs co-occur and how levels of co-occurrence are different in children with or without Autism Spectrum Disorder (ASD). Data was obtained from 13,285 11-year olds (408 with ASD) from a UK based prospective cohort study. Latent class analysis revealed five distinct classes: The "very low prosociality class" (with ASD 32% vs. without ASD 7%) was characterized by children who were happy and had high self-esteem but they were not prosocial. The "low happiness class" (with ASD 3% vs. without ASD 3%), included those children who had moderate self-esteem and were prosocial but were the least happy. Children in the "low to moderate positive functioning class" (with ASD 16% vs. without ASD 6%) were moderately happy and had the lowest self-esteem but were prosocial. The "moderate to high positive functioning class" (with ASD 17% vs. without ASD 23%) was characterized by children who were happy, had moderate self-esteem, and were very prosocial. The majority of children were in the "optimum class" (with ASD 31% vs. without ASD 62%), and were very happy, very prosocial with high self-esteem. Our findings demonstrate that for the majority of children in our sample, happiness, self-esteem, and prosociality co-occur. Furthermore, although as a group children with ASD have lower levels of positive functioning, our multivariable latent class approach suggests that nearly half of children with ASD are happy, have good levels self-esteem, and are prosocial. Autism Res 2018, 11: 1011-1023. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: High levels of childhood happiness, self-esteem, and prosociality are associated with positive social and emotional outcomes. In this study, we investigated whether happiness, self-esteem and prosociality co-occur in children, and how possible co-occurrence differs between those with and without Autism Spectrum Disorder. We found that for the majority of children happiness, self-esteem, and prosociality co-occur. Furthermore, although as a group children with ASD have lower levels of positive functioning, our findings suggest that nearly half of children with ASD are happy, have good levels of self-esteem, and are prosocial. En ligne : http://dx.doi.org/10.1002/aur.1957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 [article] Happiness, self-esteem, and prosociality in children with and without autism spectrum disorder: Evidence from a UK population cohort study [texte imprimé] / Gillian MCCHESNEY, Auteur ; Umar TOSEEB, Auteur . - p.1011-1023. Langues : Anglais (eng) in Autism Research > 11-7 (July 2018) . - p.1011-1023 Mots-clés : Autism spectrum disorder  happiness  prosociality  self-esteem Index. décimale : PER Périodiques Résumé : High levels of childhood happiness, self-esteem, and prosociality are associated with positive social and emotional outcomes. Little is known about whether these constructs co-occur and how levels of co-occurrence are different in children with or without Autism Spectrum Disorder (ASD). Data was obtained from 13,285 11-year olds (408 with ASD) from a UK based prospective cohort study. Latent class analysis revealed five distinct classes: The "very low prosociality class" (with ASD 32% vs. without ASD 7%) was characterized by children who were happy and had high self-esteem but they were not prosocial. The "low happiness class" (with ASD 3% vs. without ASD 3%), included those children who had moderate self-esteem and were prosocial but were the least happy. Children in the "low to moderate positive functioning class" (with ASD 16% vs. without ASD 6%) were moderately happy and had the lowest self-esteem but were prosocial. The "moderate to high positive functioning class" (with ASD 17% vs. without ASD 23%) was characterized by children who were happy, had moderate self-esteem, and were very prosocial. The majority of children were in the "optimum class" (with ASD 31% vs. without ASD 62%), and were very happy, very prosocial with high self-esteem. Our findings demonstrate that for the majority of children in our sample, happiness, self-esteem, and prosociality co-occur. Furthermore, although as a group children with ASD have lower levels of positive functioning, our multivariable latent class approach suggests that nearly half of children with ASD are happy, have good levels self-esteem, and are prosocial. Autism Res 2018, 11: 1011-1023. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: High levels of childhood happiness, self-esteem, and prosociality are associated with positive social and emotional outcomes. In this study, we investigated whether happiness, self-esteem and prosociality co-occur in children, and how possible co-occurrence differs between those with and without Autism Spectrum Disorder. We found that for the majority of children happiness, self-esteem, and prosociality co-occur. Furthermore, although as a group children with ASD have lower levels of positive functioning, our findings suggest that nearly half of children with ASD are happy, have good levels of self-esteem, and are prosocial. En ligne : http://dx.doi.org/10.1002/aur.1957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366

Sibling Bullying in Middle Childhood is Associated with Psychosocial Difficulties in Early Adolescence: The Case of Individuals with Autism Spectrum Disorder / Umar TOSEEB in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1457-1469 Titre : Sibling Bullying in Middle Childhood is Associated with Psychosocial Difficulties in Early Adolescence: The Case of Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Umar TOSEEB, Auteur ; Gillian MCCHESNEY, Auteur ; Jeremy OLDFIELD, Auteur ; Dieter WOLKE, Auteur Article en page(s) : p.1457-1469 Langues : Anglais (eng) Mots-clés : Adolescence  Emotional  Longitudinal  Psychosocial  Sibling bullying  Social Index. décimale : PER Périodiques Résumé : Sibling bullying is associated with various psychosocial difficulties. We investigated this in 231 individuals with Autism Spectrum Disorder (ASD) and 8180 without ASD between middle childhood (age 11 years) and early adolescence (age 14 years). On the whole, self-reported sibling bullying decreased from middle childhood to early adolescence. Despite this, individuals with ASD continued to report more sibling bullying as both perpetrator and victim in early adolescence than those without ASD. We found that self-report sibling bullying in middle childhood was associated with psychosocial difficulties in early adolescence. Moreover, individuals with ASD were more likely to report being bullied by both siblings and peers in middle childhood and this pattern of victimisation was associated with concurrent and longitudinal psychosocial difficulties. En ligne : http://dx.doi.org/10.1007/s10803-019-04116-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Sibling Bullying in Middle Childhood is Associated with Psychosocial Difficulties in Early Adolescence: The Case of Individuals with Autism Spectrum Disorder [texte imprimé] / Umar TOSEEB, Auteur ; Gillian MCCHESNEY, Auteur ; Jeremy OLDFIELD, Auteur ; Dieter WOLKE, Auteur . - p.1457-1469. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1457-1469 Mots-clés : Adolescence  Emotional  Longitudinal  Psychosocial  Sibling bullying  Social Index. décimale : PER Périodiques Résumé : Sibling bullying is associated with various psychosocial difficulties. We investigated this in 231 individuals with Autism Spectrum Disorder (ASD) and 8180 without ASD between middle childhood (age 11 years) and early adolescence (age 14 years). On the whole, self-reported sibling bullying decreased from middle childhood to early adolescence. Despite this, individuals with ASD continued to report more sibling bullying as both perpetrator and victim in early adolescence than those without ASD. We found that self-report sibling bullying in middle childhood was associated with psychosocial difficulties in early adolescence. Moreover, individuals with ASD were more likely to report being bullied by both siblings and peers in middle childhood and this pattern of victimisation was associated with concurrent and longitudinal psychosocial difficulties. En ligne : http://dx.doi.org/10.1007/s10803-019-04116-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

The Prevalence and Psychopathological Correlates of Sibling Bullying in Children with and without Autism Spectrum Disorder / Umar TOSEEB in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2308-2318 Titre : The Prevalence and Psychopathological Correlates of Sibling Bullying in Children with and without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Umar TOSEEB, Auteur ; Gillian MCCHESNEY, Auteur ; Dieter WOLKE, Auteur Article en page(s) : p.2308-2318 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Childhood  Millennium Cohort Study  Prosocial  Psychopathology  Sibling bullying Index. décimale : PER Périodiques Résumé : Using data from a prospective population based study, the prevalence and psychopathological correlates of sibling bullying in children with and without autism spectrum disorder (ASD) were estimated. There were 475 children with ASD and 13,702 children without ASD aged 11 years. Children with ASD were more likely to be bullied by their siblings compared to those without ASD. They were also more likely than those without ASD to both bully and be bullied by their siblings, which was associated with lower prosocial skills as well as more internalizing and externalizing problems compared to those not involved in any sibling bullying. Interventions to improve social and emotional outcomes in children with ASD should focus on both the affected and the unaffected sibling. En ligne : http://dx.doi.org/10.1007/s10803-018-3484-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] The Prevalence and Psychopathological Correlates of Sibling Bullying in Children with and without Autism Spectrum Disorder [texte imprimé] / Umar TOSEEB, Auteur ; Gillian MCCHESNEY, Auteur ; Dieter WOLKE, Auteur . - p.2308-2318. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2308-2318 Mots-clés : Autism spectrum disorder  Childhood  Millennium Cohort Study  Prosocial  Psychopathology  Sibling bullying Index. décimale : PER Périodiques Résumé : Using data from a prospective population based study, the prevalence and psychopathological correlates of sibling bullying in children with and without autism spectrum disorder (ASD) were estimated. There were 475 children with ASD and 13,702 children without ASD aged 11 years. Children with ASD were more likely to be bullied by their siblings compared to those without ASD. They were also more likely than those without ASD to both bully and be bullied by their siblings, which was associated with lower prosocial skills as well as more internalizing and externalizing problems compared to those not involved in any sibling bullying. Interventions to improve social and emotional outcomes in children with ASD should focus on both the affected and the unaffected sibling. En ligne : http://dx.doi.org/10.1007/s10803-018-3484-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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