Cutting our own keys: New possibilities of neurodivergent storying in research / Hanna BERTILSDOTTER ROSQVIST in Autism, 27-5 (July 2023)  

Public ISBD [article]  inAutism > 27-5 (July 2023) . - p.1235-1244 Titre : Cutting our own keys: New possibilities of neurodivergent storying in research Type de document : Texte imprimé et/ou numérique Auteurs : Hanna BERTILSDOTTER ROSQVIST, Auteur ; Monique BOTHA, Auteur ; Kristien HENS, Auteur ; Sarinah O?DONOGHUE, Auteur ; Amy PEARSON, Auteur ; Anna STENNING, Auteur Article en page(s) : p.1235-1244 Langues : Anglais (eng) Mots-clés : autoethnography;cross-neurotype communication;neurodivergent storying;neuromixed academia;non-autistic-storying Index. décimale : PER Périodiques Résumé : Increasingly, neurodivergent people are sharing their own narratives and conducting their own research. Prominent individuals have integrated the "nothing about us without us" slogan, used by neurodivergent and other disabled social activists, into academia. This article imagines a neuromixed academia. We consider how to work through challenges present in neuromixed encounters; to support cross-neurotype communication and pave the way for an ethos of community and collaboration. We explore how we might create a space in which neurodivergent experiences are seen as just one part of our complex and multifaceted identities. We do this through the process of "cutting our own keys", to try out new possibilities of neurodivergent storying aimed at finding ourselves in our own stories about neurodivergence. This involves borrowing and developing methodological approaches formulated outside of research on different forms of neurodivergence, and to invent our own concepts based on our own embodied experiences and the social worlds we inhabit. Throughout, we mingle our own autoethnographic accounts in relation to research accounts and theories, as a way of illustrating the work with the text as a thinking about neurodivergence with each other in itself. Lay abstract A lot of people who do research are also neurodivergent (such as being autistic or attention deficit hyperactivity disorder), but neurodivergent people do not always feel welcome in research spaces which are often shaped around neurotypical people. Some neurotypical researchers lack confidence in talking to neurodivergent people, and others feel like neurodivergent people might not be able to do good research about other people who are like them without being biased. We think it is important that all researchers are able to work well together, regardless of whether they are neurotypical, autistic, or attention deficit hyperactivity disorder (or any other neurotype) - in truly "neurodiverse" teams. In this article we talk about how to create better spaces for all researchers, where we feel valued for who we are and take each others' needs into account. We do this using some approaches from other areas of research and talking about how they relate to our personal experiences of being neurodivergent researchers with our own personal stories. This article adds to a growing work on how we can work with people who are different from us, in more respectful and kind ways. En ligne : http://dx.doi.org/10.1177/13623613221132107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Cutting our own keys: New possibilities of neurodivergent storying in research [Texte imprimé et/ou numérique] / Hanna BERTILSDOTTER ROSQVIST, Auteur ; Monique BOTHA, Auteur ; Kristien HENS, Auteur ; Sarinah O?DONOGHUE, Auteur ; Amy PEARSON, Auteur ; Anna STENNING, Auteur . - p.1235-1244. Langues : Anglais (eng) in Autism > 27-5 (July 2023) . - p.1235-1244 Mots-clés : autoethnography;cross-neurotype communication;neurodivergent storying;neuromixed academia;non-autistic-storying Index. décimale : PER Périodiques Résumé : Increasingly, neurodivergent people are sharing their own narratives and conducting their own research. Prominent individuals have integrated the "nothing about us without us" slogan, used by neurodivergent and other disabled social activists, into academia. This article imagines a neuromixed academia. We consider how to work through challenges present in neuromixed encounters; to support cross-neurotype communication and pave the way for an ethos of community and collaboration. We explore how we might create a space in which neurodivergent experiences are seen as just one part of our complex and multifaceted identities. We do this through the process of "cutting our own keys", to try out new possibilities of neurodivergent storying aimed at finding ourselves in our own stories about neurodivergence. This involves borrowing and developing methodological approaches formulated outside of research on different forms of neurodivergence, and to invent our own concepts based on our own embodied experiences and the social worlds we inhabit. Throughout, we mingle our own autoethnographic accounts in relation to research accounts and theories, as a way of illustrating the work with the text as a thinking about neurodivergence with each other in itself. Lay abstract A lot of people who do research are also neurodivergent (such as being autistic or attention deficit hyperactivity disorder), but neurodivergent people do not always feel welcome in research spaces which are often shaped around neurotypical people. Some neurotypical researchers lack confidence in talking to neurodivergent people, and others feel like neurodivergent people might not be able to do good research about other people who are like them without being biased. We think it is important that all researchers are able to work well together, regardless of whether they are neurotypical, autistic, or attention deficit hyperactivity disorder (or any other neurotype) - in truly "neurodiverse" teams. In this article we talk about how to create better spaces for all researchers, where we feel valued for who we are and take each others' needs into account. We do this using some approaches from other areas of research and talking about how they relate to our personal experiences of being neurodivergent researchers with our own personal stories. This article adds to a growing work on how we can work with people who are different from us, in more respectful and kind ways. En ligne : http://dx.doi.org/10.1177/13623613221132107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Knowing and accepting oneself: Exploring possibilities of self-awareness among working autistic young adults / Hanna BERTILSDOTTER ROSQVIST in Autism, 27-5 (July 2023)  

Public ISBD [article]  inAutism > 27-5 (July 2023) . - p.1417-1425 Titre : Knowing and accepting oneself: Exploring possibilities of self-awareness among working autistic young adults Type de document : Texte imprimé et/ou numérique Auteurs : Hanna BERTILSDOTTER ROSQVIST, Auteur ; Lill HULTMAN, Auteur ; Johan HALLQVIST, Auteur Article en page(s) : p.1417-1425 Langues : Anglais (eng) Mots-clés : adults;autism;autistic-centred support;neurodiversity;self-awareness Index. décimale : PER Périodiques Résumé : Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them. Lay abstract When researchers and professionals talk about autism, they commonly point out problems and risks with autism or being autistic. Several interventions are based on the idea of the problems and risks of autism. Another way of talking about autism is to point out autistic people?s strengths and strategies which they use to handle barriers and problems in their lives in order to live good lives on their own terms. In this article, the researchers explore how autistic young adults formulate their own difficulties, strengths and support needs in order to get right support from support people. To be able to formulate this, autistic people need to get to know oneself and one?s own way of functioning. Autistic own self-knowledge must be central when formal support people, such as social workers, formulate support and interventions aimed at helping autistic people, in order for the support/intervention to be helpful. En ligne : http://dx.doi.org/10.1177/13623613221137428 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Knowing and accepting oneself: Exploring possibilities of self-awareness among working autistic young adults [Texte imprimé et/ou numérique] / Hanna BERTILSDOTTER ROSQVIST, Auteur ; Lill HULTMAN, Auteur ; Johan HALLQVIST, Auteur . - p.1417-1425. Langues : Anglais (eng) in Autism > 27-5 (July 2023) . - p.1417-1425 Mots-clés : adults;autism;autistic-centred support;neurodiversity;self-awareness Index. décimale : PER Périodiques Résumé : Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them. Lay abstract When researchers and professionals talk about autism, they commonly point out problems and risks with autism or being autistic. Several interventions are based on the idea of the problems and risks of autism. Another way of talking about autism is to point out autistic people?s strengths and strategies which they use to handle barriers and problems in their lives in order to live good lives on their own terms. In this article, the researchers explore how autistic young adults formulate their own difficulties, strengths and support needs in order to get right support from support people. To be able to formulate this, autistic people need to get to know oneself and one?s own way of functioning. Autistic own self-knowledge must be central when formal support people, such as social workers, formulate support and interventions aimed at helping autistic people, in order for the support/intervention to be helpful. En ligne : http://dx.doi.org/10.1177/13623613221137428 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

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