"I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum / Helen GODDARD in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2701-2716 Titre : "I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum Type de document : texte imprimé Auteurs : Helen GODDARD, Auteur ; Anna COOK, Auteur Article en page(s) : p.2701-2716 Langues : Anglais (eng) Mots-clés : Autism  Disclosure  Education  Mental health  University  Young adults Index. décimale : PER Périodiques Résumé : Autistic university students face extra challenges in both their academic and social life. Barriers to socialising appear to be less well understood and supported by universities than academic requirements. Semi-structured interviews were conducted with ten autistic university students to explore their social experiences. Questions explored their social experiences, satisfaction with social life, disclosure of ASD to others, and the impact of mental wellbeing on university life. Thematic analysis indicated most participants were unsatisfied with their social lives and experienced mental health issues. Factors exacerbating social isolation included lack of suitable social events, lack of social support and feeling unable to disclose to peers. Factors which reduced social isolation included joining an autism or special interest society and receiving social mentoring. En ligne : http://dx.doi.org/10.1007/s10803-021-05125-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] "I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum [texte imprimé] / Helen GODDARD, Auteur ; Anna COOK, Auteur . - p.2701-2716. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2701-2716 Mots-clés : Autism  Disclosure  Education  Mental health  University  Young adults Index. décimale : PER Périodiques Résumé : Autistic university students face extra challenges in both their academic and social life. Barriers to socialising appear to be less well understood and supported by universities than academic requirements. Semi-structured interviews were conducted with ten autistic university students to explore their social experiences. Questions explored their social experiences, satisfaction with social life, disclosure of ASD to others, and the impact of mental wellbeing on university life. Thematic analysis indicated most participants were unsatisfied with their social lives and experienced mental health issues. Factors exacerbating social isolation included lack of suitable social events, lack of social support and feeling unable to disclose to peers. Factors which reduced social isolation included joining an autism or special interest society and receiving social mentoring. En ligne : http://dx.doi.org/10.1007/s10803-021-05125-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group / Anna COOK in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2178-2189 Titre : The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.2178-2189 Langues : Anglais (eng) Mots-clés : *adolescents  *bullying  *inclusion  *neurodiversity  *peer attitudes  *school climate  *school-age children  *social exclusion  *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12 years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group [texte imprimé] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.2178-2189. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2178-2189 Mots-clés : *adolescents  *bullying  *inclusion  *neurodiversity  *peer attitudes  *school climate  *school-age children  *social exclusion  *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12 years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children / Anna COOK in Autism, 23-4 (May 2019)  

Public ISBD [article]  inAutism > 23-4 (May 2019) . - p.933-942 Titre : The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.933-942 Langues : Anglais (eng) Mots-clés : attitudes  bullying  contact  exposure  group-based emotion  inclusion  interventions - psychosocial/behavioural  school-age children  social cognition and social behaviour  social exclusion Index. décimale : PER Périodiques Résumé : Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants ( n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children ( n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318787793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children [texte imprimé] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.933-942. Langues : Anglais (eng) in Autism > 23-4 (May 2019) . - p.933-942 Mots-clés : attitudes  bullying  contact  exposure  group-based emotion  inclusion  interventions - psychosocial/behavioural  school-age children  social cognition and social behaviour  social exclusion Index. décimale : PER Périodiques Résumé : Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants ( n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children ( n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318787793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

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