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Détail de l'auteur
Auteur C. CLARKE |
Documents disponibles écrits par cet auteur (2)
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"Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / J. HALSALL in Autism, 25-7 (October 2021)
[article]
Titre : "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators Type de document : Texte imprimé et/ou numérique Auteurs : J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur Article en page(s) : p.2074-2086 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.2074-2086[article] "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators [Texte imprimé et/ou numérique] / J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur . - p.2074-2086.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.2074-2086
Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach / C. CLARKE in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
[article]
Titre : School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach Type de document : Texte imprimé et/ou numérique Auteurs : C. CLARKE, Auteur ; V. HILL, Auteur ; Tony CHARMAN, Auteur Année de publication : 2017 Article en page(s) : p.3883-3895 Langues : Anglais (eng) Mots-clés : Autism Cognitive behavioural therapy Coping behaviours Mixed methods Schools based interventions Index. décimale : PER Périodiques Résumé : Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2801-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3883-3895[article] School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach [Texte imprimé et/ou numérique] / C. CLARKE, Auteur ; V. HILL, Auteur ; Tony CHARMAN, Auteur . - 2017 . - p.3883-3895.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3883-3895
Mots-clés : Autism Cognitive behavioural therapy Coping behaviours Mixed methods Schools based interventions Index. décimale : PER Périodiques Résumé : Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2801-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326