"I'm Proud to be a Little Bit Different": The Effects of Autistic Individuals' Perceptions of Autism and Autism Social Identity on Their Collective Self-esteem / Rosalind COOPER in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.704-714 Titre : "I'm Proud to be a Little Bit Different": The Effects of Autistic Individuals' Perceptions of Autism and Autism Social Identity on Their Collective Self-esteem Type de document : Texte imprimé et/ou numérique Auteurs : Rosalind COOPER, Auteur ; Kate COOPER, Auteur ; Ailsa J RUSSELL, Auteur ; Laura G. E. SMITH, Auteur Article en page(s) : p.704-714 Langues : Anglais (eng) Mots-clés : Autism community  Autism spectrum disorders  Autism strengths  Self-esteem  Social identity Index. décimale : PER Périodiques Résumé : This study aimed to identify the attributes that autistic people perceive as positively and negatively impacting on their identity and wellbeing. In Study 1, we recruited 140 autistic participants for an online survey. Participants completed autism social identification and collective self-esteem measures and listed attributes they associated with autism. In Study 2, we conducted focus groups with 15 autistic people to explore how positively they perceived the attributes of autism. Participants then discussed the autism attributes in relation to their own experiences and identity. We found a positive relationship between the number of positive attributes participants associated with autism, and their collective self-esteem, to the extent that they identified with other autistic people. En ligne : http://dx.doi.org/10.1007/s10803-020-04575-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] "I'm Proud to be a Little Bit Different": The Effects of Autistic Individuals' Perceptions of Autism and Autism Social Identity on Their Collective Self-esteem [Texte imprimé et/ou numérique] / Rosalind COOPER, Auteur ; Kate COOPER, Auteur ; Ailsa J RUSSELL, Auteur ; Laura G. E. SMITH, Auteur . - p.704-714. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.704-714 Mots-clés : Autism community  Autism spectrum disorders  Autism strengths  Self-esteem  Social identity Index. décimale : PER Périodiques Résumé : This study aimed to identify the attributes that autistic people perceive as positively and negatively impacting on their identity and wellbeing. In Study 1, we recruited 140 autistic participants for an online survey. Participants completed autism social identification and collective self-esteem measures and listed attributes they associated with autism. In Study 2, we conducted focus groups with 15 autistic people to explore how positively they perceived the attributes of autism. Participants then discussed the autism attributes in relation to their own experiences and identity. We found a positive relationship between the number of positive attributes participants associated with autism, and their collective self-esteem, to the extent that they identified with other autistic people. En ligne : http://dx.doi.org/10.1007/s10803-020-04575-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Self-reported motivations for offending by autistic sexual offenders / Katy-Louise PAYNE in Autism, 24-2 (February 2020)  

Public ISBD [article]  inAutism > 24-2 (February 2020) . - p.307-320 Titre : Self-reported motivations for offending by autistic sexual offenders Type de document : Texte imprimé et/ou numérique Auteurs : Katy-Louise PAYNE, Auteur ; Katie MARAS, Auteur ; Ailsa J RUSSELL, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.307-320 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  crime  offending  sexual offending Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a neurodevelopmental disorder estimated to have elevated prevalence in forensic populations (approximately 4.5%). It has been suggested that offenders with autism spectrum disorder engage more frequently in crimes against the person and sexual offences than other types of offences such as property, driving and drug offences. To date little is empirically known about the reasons why autistic individuals engage in sexual offences, yet understanding the motivation(s) for offending are key to developing and implementing effective interventions to help reduce both initial offending and also re-offending. In this study, semi-structured interviews were conducted with nine autistic sexual offenders in prisons and probation services across England and Wales. Thematic analyses revealed five main themes (social difficulties, misunderstanding, sex and relationship deficits, inadequate control and disequilibrium). Analyses indicated that social skills difficulties, lack of perspective/weak central coherence, misunderstanding the seriousness of their behaviours and a lack of appropriate relationships were the main reasons for offending reported by this group of autistic sexual offenders. Findings highlight a need to develop sex and relationship education interventions which are tailored to the needs of autistic individuals, to address both their reported reasons for offending and their reported lack of sexual knowledge and awareness. En ligne : http://dx.doi.org/10.1177/1362361319858860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Self-reported motivations for offending by autistic sexual offenders [Texte imprimé et/ou numérique] / Katy-Louise PAYNE, Auteur ; Katie MARAS, Auteur ; Ailsa J RUSSELL, Auteur ; Mark BROSNAN, Auteur . - p.307-320. Langues : Anglais (eng) in Autism > 24-2 (February 2020) . - p.307-320 Mots-clés : autism spectrum disorder  crime  offending  sexual offending Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a neurodevelopmental disorder estimated to have elevated prevalence in forensic populations (approximately 4.5%). It has been suggested that offenders with autism spectrum disorder engage more frequently in crimes against the person and sexual offences than other types of offences such as property, driving and drug offences. To date little is empirically known about the reasons why autistic individuals engage in sexual offences, yet understanding the motivation(s) for offending are key to developing and implementing effective interventions to help reduce both initial offending and also re-offending. In this study, semi-structured interviews were conducted with nine autistic sexual offenders in prisons and probation services across England and Wales. Thematic analyses revealed five main themes (social difficulties, misunderstanding, sex and relationship deficits, inadequate control and disequilibrium). Analyses indicated that social skills difficulties, lack of perspective/weak central coherence, misunderstanding the seriousness of their behaviours and a lack of appropriate relationships were the main reasons for offending reported by this group of autistic sexual offenders. Findings highlight a need to develop sex and relationship education interventions which are tailored to the needs of autistic individuals, to address both their reported reasons for offending and their reported lack of sexual knowledge and awareness. En ligne : http://dx.doi.org/10.1177/1362361319858860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people / Kate COOPER in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.848-857 Titre : The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people Type de document : Texte imprimé et/ou numérique Auteurs : Kate COOPER, Auteur ; Ailsa J RUSSELL, Auteur ; Jiedi LEI, Auteur ; Laura GE SMITH, Auteur Article en page(s) : p.848-857 Langues : Anglais (eng) Mots-clés : anxiety,autism identity,autism solidarity,autism spectrum disorders,autism strengths,psychological well-being,social anxiety,social identification Index. décimale : PER Périodiques Résumé : Autism is increasingly seen as a social identity, as well as a clinical diagnosis. Evidence suggests that autistic adults who have stronger autism social identification have better psychological well-being. Autism is a condition which impacts on social interactions, and so one?s sense of autism identification may be particularly important for reducing social anxiety, which is common in autistic adolescents. We aimed to investigate how the subcomponents of autism identification relate to social anxiety in autistic young people. We hypothesised that autistic young people who had a higher satisfaction with their autism identity, and more solidarity with other autistic people, would have better psychological well-being and lower social anxiety. 121 autistic young people between the ages of 15-22 completed questionnaires measuring self-reported autism traits, social anxiety, psychological well-being, and different components of autism social identification. We conducted regression analyses controlling for age, gender, and autism traits. We found that higher autism satisfaction was associated with higher psychological well-being and lower social anxiety. Young people with higher autism solidarity had higher psychological well-being, but there was no significant relationship between solidarity and social anxiety. We conclude that it is important to support autistic young people to develop autism social identification.Lay abstractAutism is a diagnosis given to individuals by professionals but is also increasingly seen as an identity which an individual can choose for themselves. We wanted to explore how having autism as an identity affects autistic young people. There is evidence that autistic adults have better psychological well-being when they feel more solidarity with other autistic people and feel positively about being autistic. We know that autistic teenagers often feel anxious in social situations. Having a positive autism identity might help alleviate social anxiety associated with being autistic. We wanted to find out if autistic young people who felt more solidarity with other autistic people, and had more positive feelings about autism, had better psychological well-being and less social anxiety. We asked 121 autistic people aged 15-22?years to complete some questionnaires. These questionnaires asked about the young person?s autism traits, social anxiety, and psychological well-being. The questionnaires also asked how satisfied they felt to be autistic (satisfaction) and how much solidarity they felt with the autism community (solidarity). We found that autistic young people who had higher autism satisfaction had better psychological well-being and lower social anxiety. Young people who felt more solidarity with other autistic people had higher psychological well-being. There was no association between autism solidarity and social anxiety. We conclude that is important to support autistic young people to develop positive feelings about autism and to feel solidarity with other autistic people. En ligne : https://doi.org/10.1177/13623613221118351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people [Texte imprimé et/ou numérique] / Kate COOPER, Auteur ; Ailsa J RUSSELL, Auteur ; Jiedi LEI, Auteur ; Laura GE SMITH, Auteur . - p.848-857. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.848-857 Mots-clés : anxiety,autism identity,autism solidarity,autism spectrum disorders,autism strengths,psychological well-being,social anxiety,social identification Index. décimale : PER Périodiques Résumé : Autism is increasingly seen as a social identity, as well as a clinical diagnosis. Evidence suggests that autistic adults who have stronger autism social identification have better psychological well-being. Autism is a condition which impacts on social interactions, and so one?s sense of autism identification may be particularly important for reducing social anxiety, which is common in autistic adolescents. We aimed to investigate how the subcomponents of autism identification relate to social anxiety in autistic young people. We hypothesised that autistic young people who had a higher satisfaction with their autism identity, and more solidarity with other autistic people, would have better psychological well-being and lower social anxiety. 121 autistic young people between the ages of 15-22 completed questionnaires measuring self-reported autism traits, social anxiety, psychological well-being, and different components of autism social identification. We conducted regression analyses controlling for age, gender, and autism traits. We found that higher autism satisfaction was associated with higher psychological well-being and lower social anxiety. Young people with higher autism solidarity had higher psychological well-being, but there was no significant relationship between solidarity and social anxiety. We conclude that it is important to support autistic young people to develop autism social identification.Lay abstractAutism is a diagnosis given to individuals by professionals but is also increasingly seen as an identity which an individual can choose for themselves. We wanted to explore how having autism as an identity affects autistic young people. There is evidence that autistic adults have better psychological well-being when they feel more solidarity with other autistic people and feel positively about being autistic. We know that autistic teenagers often feel anxious in social situations. Having a positive autism identity might help alleviate social anxiety associated with being autistic. We wanted to find out if autistic young people who felt more solidarity with other autistic people, and had more positive feelings about autism, had better psychological well-being and less social anxiety. We asked 121 autistic people aged 15-22?years to complete some questionnaires. These questionnaires asked about the young person?s autism traits, social anxiety, and psychological well-being. The questionnaires also asked how satisfied they felt to be autistic (satisfaction) and how much solidarity they felt with the autism community (solidarity). We found that autistic young people who had higher autism satisfaction had better psychological well-being and lower social anxiety. Young people who felt more solidarity with other autistic people had higher psychological well-being. There was no association between autism solidarity and social anxiety. We conclude that is important to support autistic young people to develop positive feelings about autism and to feel solidarity with other autistic people. En ligne : https://doi.org/10.1177/13623613221118351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

The mental health of individuals referred for assessment of autism spectrum disorder in adulthood: A clinic report / Ailsa J RUSSELL in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.623-627 Titre : The mental health of individuals referred for assessment of autism spectrum disorder in adulthood: A clinic report Type de document : Texte imprimé et/ou numérique Auteurs : Ailsa J RUSSELL, Auteur ; Clodagh M. MURPHY, Auteur ; Ellie WILSON, Auteur ; Nicola GILLAN, Auteur ; Cordelia BROWN, Auteur ; Dene M ROBERTSON, Auteur ; Michael C. CRAIG, Auteur ; Quinton DEELEY, Auteur ; Janneke ZINKSTOK, Auteur ; Kate JOHNSTON, Auteur ; Grainne M MCALONAN, Auteur ; Deborah SPAIN, Auteur ; Declan GM MURPHY, Auteur Article en page(s) : p.623-627 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  psychiatric co-morbidity Index. décimale : PER Périodiques Résumé : Growing awareness of autism spectrum disorders has increased the demand for diagnostic services in adulthood. High rates of mental health problems have been reported in young people and adults with autism spectrum disorder. However, sampling and methodological issues mean prevalence estimates and conclusions about specificity in psychiatric co-morbidity in autism spectrum disorder remain unclear. A retrospective case review of 859 adults referred for assessment of autism spectrum disorder compares International Classification of Diseases, Tenth Revision diagnoses in those that met criteria for autism spectrum disorder (n?=?474) with those that did not (n?=?385). Rates of psychiatric diagnosis (>57%) were equivalent across both groups and exceeded general population rates for a number of conditions. The prevalence of anxiety disorders, particularly obsessive compulsive disorder, was significantly higher in adults with autism spectrum disorder than adults without autism spectrum disorder. Limitations of this observational clinic study, which may impact generalisability of the findings, include the lack of standardised structured psychiatric diagnostic assessments by assessors blind to autism spectrum disorder diagnosis and inter-rater reliability. The implications of this study highlight the need for careful consideration of mental health needs in all adults referred for autism spectrum disorder diagnosis. En ligne : http://dx.doi.org/10.1177/1362361315604271 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] The mental health of individuals referred for assessment of autism spectrum disorder in adulthood: A clinic report [Texte imprimé et/ou numérique] / Ailsa J RUSSELL, Auteur ; Clodagh M. MURPHY, Auteur ; Ellie WILSON, Auteur ; Nicola GILLAN, Auteur ; Cordelia BROWN, Auteur ; Dene M ROBERTSON, Auteur ; Michael C. CRAIG, Auteur ; Quinton DEELEY, Auteur ; Janneke ZINKSTOK, Auteur ; Kate JOHNSTON, Auteur ; Grainne M MCALONAN, Auteur ; Deborah SPAIN, Auteur ; Declan GM MURPHY, Auteur . - p.623-627. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.623-627 Mots-clés : autism spectrum disorders  psychiatric co-morbidity Index. décimale : PER Périodiques Résumé : Growing awareness of autism spectrum disorders has increased the demand for diagnostic services in adulthood. High rates of mental health problems have been reported in young people and adults with autism spectrum disorder. However, sampling and methodological issues mean prevalence estimates and conclusions about specificity in psychiatric co-morbidity in autism spectrum disorder remain unclear. A retrospective case review of 859 adults referred for assessment of autism spectrum disorder compares International Classification of Diseases, Tenth Revision diagnoses in those that met criteria for autism spectrum disorder (n?=?474) with those that did not (n?=?385). Rates of psychiatric diagnosis (>57%) were equivalent across both groups and exceeded general population rates for a number of conditions. The prevalence of anxiety disorders, particularly obsessive compulsive disorder, was significantly higher in adults with autism spectrum disorder than adults without autism spectrum disorder. Limitations of this observational clinic study, which may impact generalisability of the findings, include the lack of standardised structured psychiatric diagnostic assessments by assessors blind to autism spectrum disorder diagnosis and inter-rater reliability. The implications of this study highlight the need for careful consideration of mental health needs in all adults referred for autism spectrum disorder diagnosis. En ligne : http://dx.doi.org/10.1177/1362361315604271 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views / Vanessa LLOYD-ESENKAYA in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211005307 Titre : What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa LLOYD-ESENKAYA, Auteur ; Claire L FORREST, Auteur ; Abbie JORDAN, Auteur ; Ailsa J RUSSELL, Auteur ; Michelle C. St. CLAIR, Auteur Article en page(s) : 23969415211005307 Langues : Anglais (eng) Mots-clés : Language disorder  developmental language disorder  specific language impairment  social skills  children Index. décimale : PER Périodiques Résumé : Background and aimsChildren with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners.MethodsThis study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n?=?8) and three practitioner focus groups (n?=?10) were conducted with parents of children aged 4–12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018.ResultsAn inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers.ConclusionsChildren with LDs have difficulties understanding emotions, difficulties understanding their peer’s intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles.Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children’s emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders. En ligne : http://dx.doi.org/10.1177/23969415211005307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views [Texte imprimé et/ou numérique] / Vanessa LLOYD-ESENKAYA, Auteur ; Claire L FORREST, Auteur ; Abbie JORDAN, Auteur ; Ailsa J RUSSELL, Auteur ; Michelle C. St. CLAIR, Auteur . - 23969415211005307. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211005307 Mots-clés : Language disorder  developmental language disorder  specific language impairment  social skills  children Index. décimale : PER Périodiques Résumé : Background and aimsChildren with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners.MethodsThis study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n?=?8) and three practitioner focus groups (n?=?10) were conducted with parents of children aged 4–12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018.ResultsAn inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers.ConclusionsChildren with LDs have difficulties understanding emotions, difficulties understanding their peer’s intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles.Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children’s emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders. En ligne : http://dx.doi.org/10.1177/23969415211005307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

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