Autistic adults’ experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes / Anna Melissa ROMUALDEZ in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211022955 Titre : Autistic adults’ experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes Type de document : texte imprimé Auteurs : Anna Melissa ROMUALDEZ, Auteur ; Zachary WALKER, Auteur ; Anna REMINGTON, Auteur Article en page(s) : 23969415211022955 Langues : Anglais (eng) Mots-clés : Autism  employment  disability  discrimination  diagnostic disclosure Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle to find and maintain employment. This may be because many workplaces are not suited to autistic individuals’ needs. Among other difficulties, many autistic employees experience distracting or disruptive sensory environments, lack of flexibility in work hours, and unclear communication from colleagues. One possible way of mitigating these difficulties is for employees to disclose their diagnosis at work. While disclosure may increase understanding and acceptance from colleagues, it can also lead to discrimination and stigma in the workplace. Research has shown that disclosure outcomes are often mixed, but it is unclear what factors are associated with either positive or negative outcomes of disclosure for autistic people. This study aimed to identify these factors and explore the reasons why autistic employees choose to disclose or to keep their diagnosis private. Semi-structured interviews were conducted with 24 clinically-diagnosed autistic adults (12 male and 12 female) who were currently, or had been, employed in the UK (mean age = 45.7 years). Through thematic analysis, we identified three main themes under experiences of disclosure: 1) A preference for keeping my diagnosis private; 2) The importance of disclosure in the workplace; and 3) Disclosure has mixed outcomes. We also identified three factors associated with disclosure outcomes: understanding of autism, adaptations, and organisational culture. These results have implications for improving inclusive practices on both the individual and organisational level to ensure more positive disclosure experiences for autistic employees. En ligne : http://dx.doi.org/10.1177/23969415211022955 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Autistic adults’ experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes [texte imprimé] / Anna Melissa ROMUALDEZ, Auteur ; Zachary WALKER, Auteur ; Anna REMINGTON, Auteur . - 23969415211022955. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211022955 Mots-clés : Autism  employment  disability  discrimination  diagnostic disclosure Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle to find and maintain employment. This may be because many workplaces are not suited to autistic individuals’ needs. Among other difficulties, many autistic employees experience distracting or disruptive sensory environments, lack of flexibility in work hours, and unclear communication from colleagues. One possible way of mitigating these difficulties is for employees to disclose their diagnosis at work. While disclosure may increase understanding and acceptance from colleagues, it can also lead to discrimination and stigma in the workplace. Research has shown that disclosure outcomes are often mixed, but it is unclear what factors are associated with either positive or negative outcomes of disclosure for autistic people. This study aimed to identify these factors and explore the reasons why autistic employees choose to disclose or to keep their diagnosis private. Semi-structured interviews were conducted with 24 clinically-diagnosed autistic adults (12 male and 12 female) who were currently, or had been, employed in the UK (mean age = 45.7 years). Through thematic analysis, we identified three main themes under experiences of disclosure: 1) A preference for keeping my diagnosis private; 2) The importance of disclosure in the workplace; and 3) Disclosure has mixed outcomes. We also identified three factors associated with disclosure outcomes: understanding of autism, adaptations, and organisational culture. These results have implications for improving inclusive practices on both the individual and organisational level to ensure more positive disclosure experiences for autistic employees. En ligne : http://dx.doi.org/10.1177/23969415211022955 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Career progression for autistic people: A scoping review / Jade DAVIES in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2690 - 2706 Titre : Career progression for autistic people: A scoping review Type de document : texte imprimé Auteurs : Jade DAVIES, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur Article en page(s) : p.2690 - 2706 Langues : Anglais (eng) Mots-clés : autism  career progression  career success  employment  scoping review Index. décimale : PER Périodiques Résumé : Many autistic people are unemployed. Of those who are employed, many are in roles that do not reflect their skills, qualifications and/or capabilities, and little is known about how autistic people progress throughout their careers. This study aimed to review and synthesise the existing evidence about career progression for autistic people. In total, 33 studies met the criteria for inclusion, though no study directly aimed to explore the topic. Our findings suggest that underemployment is common within the autistic population. Indirectly, we identified several potential barriers and facilitators of career progression for autistic people. Possible barriers included personal (e.g. gaps in education and employment history), relational (e.g. disclosing an autism diagnosis) and organisational factors (e.g. inadequate employment support). Adequate employment support was the most frequently discussed facilitator. Future research should seek to identify the most successful employment supports for autistic people over the long term to ensure that all autistic people are able to live - and work - in ways that are meaningful to them. Lay abstract Lots of autistic people are unemployed. Even when they are employed, autistic people might be given fewer opportunities than non-autistic people to progress in their careers. For example, assumptions about autistic people?s differences in social communication might mean they are not given as many promotions. Indeed, we know that many autistic people are in jobs lower than their abilities (known as 'underemployment'). We reviewed 33 studies that tell us something about career progression for autistic people. Our review found that lots of autistic people want to progress in their careers, but there are many barriers in their way. For example, when they told their employer about being autistic, some people were given fewer opportunities. Research has also shown that autistic people do not get enough support to progress and that gaps in their employment history can make it difficult to progress. Our review suggested that good employment support (e.g. mentors) might help autistic people to progress in their careers. However, not much research has evaluated employment support for autistic people, which means we do not know how useful it is. Future research should find the best support that allows autistic people to live and work in ways that are meaningful to them. En ligne : https://dx.doi.org/10.1177/13623613241236110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Career progression for autistic people: A scoping review [texte imprimé] / Jade DAVIES, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur . - p.2690 - 2706. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2690 - 2706 Mots-clés : autism  career progression  career success  employment  scoping review Index. décimale : PER Périodiques Résumé : Many autistic people are unemployed. Of those who are employed, many are in roles that do not reflect their skills, qualifications and/or capabilities, and little is known about how autistic people progress throughout their careers. This study aimed to review and synthesise the existing evidence about career progression for autistic people. In total, 33 studies met the criteria for inclusion, though no study directly aimed to explore the topic. Our findings suggest that underemployment is common within the autistic population. Indirectly, we identified several potential barriers and facilitators of career progression for autistic people. Possible barriers included personal (e.g. gaps in education and employment history), relational (e.g. disclosing an autism diagnosis) and organisational factors (e.g. inadequate employment support). Adequate employment support was the most frequently discussed facilitator. Future research should seek to identify the most successful employment supports for autistic people over the long term to ensure that all autistic people are able to live - and work - in ways that are meaningful to them. Lay abstract Lots of autistic people are unemployed. Even when they are employed, autistic people might be given fewer opportunities than non-autistic people to progress in their careers. For example, assumptions about autistic people?s differences in social communication might mean they are not given as many promotions. Indeed, we know that many autistic people are in jobs lower than their abilities (known as 'underemployment'). We reviewed 33 studies that tell us something about career progression for autistic people. Our review found that lots of autistic people want to progress in their careers, but there are many barriers in their way. For example, when they told their employer about being autistic, some people were given fewer opportunities. Research has also shown that autistic people do not get enough support to progress and that gaps in their employment history can make it difficult to progress. Our review suggested that good employment support (e.g. mentors) might help autistic people to progress in their careers. However, not much research has evaluated employment support for autistic people, which means we do not know how useful it is. Future research should find the best support that allows autistic people to live and work in ways that are meaningful to them. En ligne : https://dx.doi.org/10.1177/13623613241236110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Experiences of autistic and non-autistic individuals participating in a corporate internship scheme / Anna REMINGTON in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.201-216 Titre : Experiences of autistic and non-autistic individuals participating in a corporate internship scheme Type de document : texte imprimé Auteurs : Anna REMINGTON, Auteur ; Brett HEASMAN, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.201-216 Langues : Anglais (eng) Mots-clés : autism  employment  internship  outcomes  work  of interest with respect to the research, authorship and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic people can find it difficult to find and keep a job, and fewer autistic people are employed compared with people from other disability groups. There is not enough research in this area, especially research that directly compares the experiences of autistic and non-autistic colleagues starting in an organisation at the same time. Our study looked at the experiences of autistic and non-autistic people taking part in an internship at Deutsche Bank, UK. We spoke to the interns before the internship began, and again once it had finished. We also asked the interns' hiring managers about their experiences of the internship. We used interviews and online questionnaires to find out people's views. Before the programme began, managers of autistic interns were more worried about the internship than managers of the non-autistic interns. They were worried about providing the right level of support, communicating successfully and treating all their employees fairly. At the end of the internship, everyone felt that the internship was a success. Managers of autistic interns explained how the experience had made them better managers. Both groups of interns and said that they benefitted from clear communication and would have likes more support. Managers of autistic interns spoke about dividing tasks up into smaller chunks and being flexible in their communication were helpful when working with the autistic interns. More work is needed to make sure that autistic interns are integrated alongside non-autistic peers. One way to make this happen might be to create guides for managers. En ligne : http://dx.doi.org/10.1177/13623613211025115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Experiences of autistic and non-autistic individuals participating in a corporate internship scheme [texte imprimé] / Anna REMINGTON, Auteur ; Brett HEASMAN, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur . - p.201-216. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.201-216 Mots-clés : autism  employment  internship  outcomes  work  of interest with respect to the research, authorship and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic people can find it difficult to find and keep a job, and fewer autistic people are employed compared with people from other disability groups. There is not enough research in this area, especially research that directly compares the experiences of autistic and non-autistic colleagues starting in an organisation at the same time. Our study looked at the experiences of autistic and non-autistic people taking part in an internship at Deutsche Bank, UK. We spoke to the interns before the internship began, and again once it had finished. We also asked the interns' hiring managers about their experiences of the internship. We used interviews and online questionnaires to find out people's views. Before the programme began, managers of autistic interns were more worried about the internship than managers of the non-autistic interns. They were worried about providing the right level of support, communicating successfully and treating all their employees fairly. At the end of the internship, everyone felt that the internship was a success. Managers of autistic interns explained how the experience had made them better managers. Both groups of interns and said that they benefitted from clear communication and would have likes more support. Managers of autistic interns spoke about dividing tasks up into smaller chunks and being flexible in their communication were helpful when working with the autistic interns. More work is needed to make sure that autistic interns are integrated alongside non-autistic peers. One way to make this happen might be to create guides for managers. En ligne : http://dx.doi.org/10.1177/13623613211025115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

'I did what I could to earn some money and be of use': A qualitative exploration of autistic people?s journeys to career success and fulfilment / Jade DAVIES in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.988-1004 Titre : 'I did what I could to earn some money and be of use': A qualitative exploration of autistic people?s journeys to career success and fulfilment Type de document : texte imprimé Auteurs : Jade DAVIES, Auteur ; Rachel MELINEK, Auteur ; Adam LIVESEY, Auteur ; Estelle KILLICK, Auteur ; Evelyn SAM, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur Article en page(s) : p.988-1004 Langues : Anglais (eng) Mots-clés : autism  career fulfilment  career progression  career success  employment  qualitative Index. décimale : PER Périodiques Résumé : Employment contributes to well-being, yet many autistic people who want to work face barriers to meaningful employment. Much research focuses solely on employment rates, rather than taking a more holistic view of professional trajectories and occupational experiences. We conducted semi-structured interviews with 18 autistic adults to explore their experiences of, and perspectives on, career success. Our participants highlighted the overarching importance of finding fulfilment in one?s career. Using reflexive thematic analysis, we identified five additional key themes: (1) volatile career journeys, (2) the need for continuing career support, (3) the impact (positive or negative) of social interactions, (4) the important role of organisations and (5) the catastrophic impact of poor experiences. Our findings highlight the importance of tailored, lifelong employment support and inclusive workplaces in enabling autistic people to thrive at work. Enabling autistic career fulfilment requires moving beyond entry-level hiring to foster sustainable, fulfilling employment for all autistic people.Lay abstract Many autistic people want to work but have trouble finding jobs they like and can stick with. Most research tries to help more autistic people get jobs, but does not look at whether those jobs are fulfilling, or how people progress once they start working. We spoke to 18 autistic people about their experiences at work, and their ideas about success at work. Participants said finding fulfilment in their careers was key. We found five common 'themes' across the interviews. First, autistic people?s careers often take unexpected turns. For example, many participants only got diagnosed as adults, which sometimes changed their work plans. Second, autistic people might need ongoing help with their career, including help with finding jobs they would enjoy and be good at, and advice on how to progress in their job. Third, getting along with others at work is really important. Having supportive colleagues helped our participants thrive, but workplace bullying forced some to leave their jobs. Fourth, workplaces need to be welcoming to everybody. Adjustments and understanding managers helped, but many of our participants' workplaces were not inclusive. Finally, bad work experiences can be devastating for mental health and well-being and negative experiences like bullying led some participants to quit working entirely. Our findings show that lifelong support tailored to each person and welcoming workplaces are important for autistic people to thrive at work. It is not enough to just hire autistic people - we need to help them have jobs they like and can stick with long-term. En ligne : https://dx.doi.org/10.1177/13623613241292177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] 'I did what I could to earn some money and be of use': A qualitative exploration of autistic people?s journeys to career success and fulfilment [texte imprimé] / Jade DAVIES, Auteur ; Rachel MELINEK, Auteur ; Adam LIVESEY, Auteur ; Estelle KILLICK, Auteur ; Evelyn SAM, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur . - p.988-1004. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.988-1004 Mots-clés : autism  career fulfilment  career progression  career success  employment  qualitative Index. décimale : PER Périodiques Résumé : Employment contributes to well-being, yet many autistic people who want to work face barriers to meaningful employment. Much research focuses solely on employment rates, rather than taking a more holistic view of professional trajectories and occupational experiences. We conducted semi-structured interviews with 18 autistic adults to explore their experiences of, and perspectives on, career success. Our participants highlighted the overarching importance of finding fulfilment in one?s career. Using reflexive thematic analysis, we identified five additional key themes: (1) volatile career journeys, (2) the need for continuing career support, (3) the impact (positive or negative) of social interactions, (4) the important role of organisations and (5) the catastrophic impact of poor experiences. Our findings highlight the importance of tailored, lifelong employment support and inclusive workplaces in enabling autistic people to thrive at work. Enabling autistic career fulfilment requires moving beyond entry-level hiring to foster sustainable, fulfilling employment for all autistic people.Lay abstract Many autistic people want to work but have trouble finding jobs they like and can stick with. Most research tries to help more autistic people get jobs, but does not look at whether those jobs are fulfilling, or how people progress once they start working. We spoke to 18 autistic people about their experiences at work, and their ideas about success at work. Participants said finding fulfilment in their careers was key. We found five common 'themes' across the interviews. First, autistic people?s careers often take unexpected turns. For example, many participants only got diagnosed as adults, which sometimes changed their work plans. Second, autistic people might need ongoing help with their career, including help with finding jobs they would enjoy and be good at, and advice on how to progress in their job. Third, getting along with others at work is really important. Having supportive colleagues helped our participants thrive, but workplace bullying forced some to leave their jobs. Fourth, workplaces need to be welcoming to everybody. Adjustments and understanding managers helped, but many of our participants' workplaces were not inclusive. Finally, bad work experiences can be devastating for mental health and well-being and negative experiences like bullying led some participants to quit working entirely. Our findings show that lifelong support tailored to each person and welcoming workplaces are important for autistic people to thrive at work. It is not enough to just hire autistic people - we need to help them have jobs they like and can stick with long-term. En ligne : https://dx.doi.org/10.1177/13623613241292177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment / Jennifer PRICE in Autism, 29-9 (September 2025)  

Public ISBD [article]  inAutism > 29-9 (September 2025) . - p.2228-2238 Titre : 'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment Type de document : texte imprimé Auteurs : Jennifer PRICE, Auteur ; Anna Melissa ROMUALDEZ, Auteur Article en page(s) : p.2228-2238 Langues : Anglais (eng) Mots-clés : adolescents  autism  education services  neuroaffirmative  neurodiversity  qualitative research  school environment  school-age children  sensory differences  sensory sensitivities Index. décimale : PER Périodiques Résumé : Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study?s findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay Abstract Autistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet rooms and low-cost environmental modifications (such as replacing fluorescent lighting) may also reduce sensory distress. Despite its complexities, empowering autistic young people to have their say is essential and may improve long-term outcomes. En ligne : https://dx.doi.org/10.1177/13623613251333860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] 'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment [texte imprimé] / Jennifer PRICE, Auteur ; Anna Melissa ROMUALDEZ, Auteur . - p.2228-2238. Langues : Anglais (eng) in Autism > 29-9 (September 2025) . - p.2228-2238 Mots-clés : adolescents  autism  education services  neuroaffirmative  neurodiversity  qualitative research  school environment  school-age children  sensory differences  sensory sensitivities Index. décimale : PER Périodiques Résumé : Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study?s findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay Abstract Autistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet rooms and low-cost environmental modifications (such as replacing fluorescent lighting) may also reduce sensory distress. Despite its complexities, empowering autistic young people to have their say is essential and may improve long-term outcomes. En ligne : https://dx.doi.org/10.1177/13623613251333860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

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