Autistic girls and school exclusion: Perspectives of students and their parents / Kelda SPROSTON in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Autistic girls and school exclusion: Perspectives of students and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Autistic girls and school exclusion: Perspectives of students and their parents [Texte imprimé et/ou numérique] / Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Experiences of interpersonal victimization and abuse among autistic people / Felicity SEDGEWICK in Autism, 28-7 (July 2024)  

Public ISBD [article]  inAutism > 28-7 (July 2024) . - p.1732-1745 Titre : Experiences of interpersonal victimization and abuse among autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur Article en page(s) : p.1732-1745 Langues : Anglais (eng) Mots-clés : autism  intimate partner violence  relationships  sexual assault Index. décimale : PER Périodiques Résumé : Intimate partner violence and sexual assault are under-researched experiences in autistic people?s lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25-61?years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were 'experiences of abuse', 'autism used against you', 'poor family models', 'impact of/on friendships', 'handling trauma', and 'recommendations for future practice'. Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported. Lay abstract What do we already know? Autistic people are more likely to have negative life experiences than non-autistic people, from bullying and ostracization, to being victims of crime, to unemployment and homelessness. This includes being victims of intimate partner violence, sexual assault and domestic abuse. Quantitative work has suggested that as many as 90% of autistic people experience these forms of abuse in some form during their lives, but there is little work asking them to talk about harmful relationships in their own words. What does this article add? This article reports on interviews with 24 autistic adults about their experiences of being victims of intimate partner violence, sexual assault and/or domestic abuse. Some of the themes which came from these interviews are shared with non-autistic victims, but others appeared unique to autistic people. One of these was evidence for unique autism-related vulnerabilities, as well as the impact the abuse had on their relationships long term. Participants also talked about how the sex and relationship education they had received had inadequately prepared them for adult relationships, and how this had contributed to their struggle to recognize and react to abusive behaviour. Implications for practice, research and policy Policies around intimate partner violence and sexual assault need to be updated to account for the different ways in which neurodivergent people (people whose brains process information differently from the majority) may discuss their experiences, rather than looking for 'standard narratives' as an indicator of a need for support. Relationship and sex education should be tailored for autistic young people to help them recognize abusive behaviours, and include how to respond to these safely. We recommend that future research tries to focus specifically on the abuse experiences of autistic men, non-binary and trans people, who have been under-represented in studies to date. In addition, much less is known about the abuse experiences of autistic people of colour or autistic people with intellectual disabilities, who also need to be actively included in these discussions. En ligne : https://dx.doi.org/10.1177/13623613231205630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531 [article] Experiences of interpersonal victimization and abuse among autistic people [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur . - p.1732-1745. Langues : Anglais (eng) in Autism > 28-7 (July 2024) . - p.1732-1745 Mots-clés : autism  intimate partner violence  relationships  sexual assault Index. décimale : PER Périodiques Résumé : Intimate partner violence and sexual assault are under-researched experiences in autistic people?s lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25-61?years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were 'experiences of abuse', 'autism used against you', 'poor family models', 'impact of/on friendships', 'handling trauma', and 'recommendations for future practice'. Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported. Lay abstract What do we already know? Autistic people are more likely to have negative life experiences than non-autistic people, from bullying and ostracization, to being victims of crime, to unemployment and homelessness. This includes being victims of intimate partner violence, sexual assault and domestic abuse. Quantitative work has suggested that as many as 90% of autistic people experience these forms of abuse in some form during their lives, but there is little work asking them to talk about harmful relationships in their own words. What does this article add? This article reports on interviews with 24 autistic adults about their experiences of being victims of intimate partner violence, sexual assault and/or domestic abuse. Some of the themes which came from these interviews are shared with non-autistic victims, but others appeared unique to autistic people. One of these was evidence for unique autism-related vulnerabilities, as well as the impact the abuse had on their relationships long term. Participants also talked about how the sex and relationship education they had received had inadequately prepared them for adult relationships, and how this had contributed to their struggle to recognize and react to abusive behaviour. Implications for practice, research and policy Policies around intimate partner violence and sexual assault need to be updated to account for the different ways in which neurodivergent people (people whose brains process information differently from the majority) may discuss their experiences, rather than looking for 'standard narratives' as an indicator of a need for support. Relationship and sex education should be tailored for autistic young people to help them recognize abusive behaviours, and include how to respond to these safely. We recommend that future research tries to focus specifically on the abuse experiences of autistic men, non-binary and trans people, who have been under-represented in studies to date. In addition, much less is known about the abuse experiences of autistic people of colour or autistic people with intellectual disabilities, who also need to be actively included in these discussions. En ligne : https://dx.doi.org/10.1177/13623613231205630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531

Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents / Felicity SEDGEWICK in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1297-1306 Titre : Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Rhiannon YATES, Auteur ; Leanne PICKERING, Auteur ; Elizabeth PELLICANO, Auteur Année de publication : 2016 Article en page(s) : p.1297-1306 Langues : Anglais (eng) Mots-clés : Autism  Gender  Girls  Friendship  Peer relationships  Social motivation  Motivation, Amitié Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives. En ligne : http://dx.doi.org/10.1007/s10803-015-2669-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Rhiannon YATES, Auteur ; Leanne PICKERING, Auteur ; Elizabeth PELLICANO, Auteur . - 2016 . - p.1297-1306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1297-1306 Mots-clés : Autism  Gender  Girls  Friendship  Peer relationships  Social motivation  Motivation, Amitié Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives. En ligne : http://dx.doi.org/10.1007/s10803-015-2669-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

‘I have more control over my life’: A qualitative exploration of challenges, opportunities, and support needs among autistic university students / Matthew SCOTT in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211010419 Titre : ‘I have more control over my life’: A qualitative exploration of challenges, opportunities, and support needs among autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Matthew SCOTT, Auteur ; Felicity SEDGEWICK, Auteur Article en page(s) : 23969415211010419 Langues : Anglais (eng) Mots-clés : Autism  higher education  mental health  support Index. décimale : PER Périodiques Résumé : BackgroundAutistic people are known to experience more mental health issues than non-autistic people, and the same is true among university students. These difficulties can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges autistic students face can help institutions to better support this group, while allowing celebration of the opportunities higher education offers.Methods12 autistic university students took part in semi-structured interviews about their mental health, the impact of university on their mental health, and their experiences of support while in higher education. Interviews were subject to thematic analysis.ResultsThree key themes were identified from autistic student accounts: Relationships, Independence, and Support. While each of these encompassed positive and negative elements, Relationships were described as tying everything together – when these were supportive, things went well, but when they were characterized by stigmatizing attitudes, students experienced much greater difficulties at university.ConclusionsAutistic students can and do thrive at university, as shown by many of our participants. However, all faced significant challenges with their mental health at times, and experienced varying levels of support. Improving autism knowledge among staff, with emphasis on enabling better relationships, would make a significant difference to the autistic student experience. En ligne : http://dx.doi.org/10.1177/23969415211010419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] ‘I have more control over my life’: A qualitative exploration of challenges, opportunities, and support needs among autistic university students [Texte imprimé et/ou numérique] / Matthew SCOTT, Auteur ; Felicity SEDGEWICK, Auteur . - 23969415211010419. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211010419 Mots-clés : Autism  higher education  mental health  support Index. décimale : PER Périodiques Résumé : BackgroundAutistic people are known to experience more mental health issues than non-autistic people, and the same is true among university students. These difficulties can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges autistic students face can help institutions to better support this group, while allowing celebration of the opportunities higher education offers.Methods12 autistic university students took part in semi-structured interviews about their mental health, the impact of university on their mental health, and their experiences of support while in higher education. Interviews were subject to thematic analysis.ResultsThree key themes were identified from autistic student accounts: Relationships, Independence, and Support. While each of these encompassed positive and negative elements, Relationships were described as tying everything together – when these were supportive, things went well, but when they were characterized by stigmatizing attitudes, students experienced much greater difficulties at university.ConclusionsAutistic students can and do thrive at university, as shown by many of our participants. However, all faced significant challenges with their mental health at times, and experienced varying levels of support. Improving autism knowledge among staff, with emphasis on enabling better relationships, would make a significant difference to the autistic student experience. En ligne : http://dx.doi.org/10.1177/23969415211010419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year / Matthew SCOTT in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1107-1116 Titre : Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year Type de document : Texte imprimé et/ou numérique Auteurs : Matthew SCOTT, Auteur ; Jenni LEPPANEN, Auteur ; Melissa ALLEN, Auteur ; Chris JARROLD, Auteur ; Felicity SEDGEWICK, Auteur Article en page(s) : p.1107-1116 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic people have worse mental health (MH) than non-autistic people. This proof-of-concept study explored feasibility of longitudinal research with autistic university students, focusing on their MH and coping styles across an academic year. En ligne : https://doi.org/10.1007/s10803-022-05560-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year [Texte imprimé et/ou numérique] / Matthew SCOTT, Auteur ; Jenni LEPPANEN, Auteur ; Melissa ALLEN, Auteur ; Chris JARROLD, Auteur ; Felicity SEDGEWICK, Auteur . - p.1107-1116. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1107-1116 Index. décimale : PER Périodiques Résumé : Autistic people have worse mental health (MH) than non-autistic people. This proof-of-concept study explored feasibility of longitudinal research with autistic university students, focusing on their MH and coping styles across an academic year. En ligne : https://doi.org/10.1007/s10803-022-05560-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Parent perspectives on autistic girls’ friendships and futures / Felicity SEDGEWICK in Autism & Developmental Language Impairments, 3 (January-December 2018)  

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Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys / Carolien RIEFFE in Autism, 25-1 (January 2021)  

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Understanding camouflaging and identity in autistic children and adolescents using photo-elicitation / Stephanie J. HOWE in Research in Autism Spectrum Disorders, 108 (October 2023)  

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