1 recherche sur le mot-clé 'anxiety;autism spectrum disorders;education services;environmental factors;mental health'

Autistic and non-autistic young people?s and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change? / Ann OZSIVADJIAN in Autism, 27-5 (July 2023)  

Public ISBD [article]  inAutism > 27-5 (July 2023) . - p.1477-1491 Titre : Autistic and non-autistic young people?s and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change? Type de document : Texte imprimé et/ou numérique Auteurs : Ann OZSIVADJIAN, Auteur ; Victoria MILNER, Auteur ; Hannah PICKARD, Auteur ; Matthew J. HOLLOCKS, Auteur ; Sebastian B. GAIGG, Auteur ; Emma COLVERT, Auteur ; Francesca HAPPE, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.1477-1491 Langues : Anglais (eng) Mots-clés : anxiety;autism spectrum disorders;education services;environmental factors;mental health Index. décimale : PER Périodiques Résumé : Autistic children and young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. Open-text online survey data from 71 caregivers (of n?=?45 autistic young people) and 30 young people aged 11-18?years (n?=?18 autistic) gathered across three timepoints between May and December 2020 during the pandemic revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices going forward are discussed. Lay abstract Autistic young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. We asked for the views of caregivers and young people aged 11-18?years gathered across three timepoints between May and December 2020. Their responses revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices are discussed. En ligne : http://dx.doi.org/10.1177/13623613221140759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Autistic and non-autistic young people?s and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change? [Texte imprimé et/ou numérique] / Ann OZSIVADJIAN, Auteur ; Victoria MILNER, Auteur ; Hannah PICKARD, Auteur ; Matthew J. HOLLOCKS, Auteur ; Sebastian B. GAIGG, Auteur ; Emma COLVERT, Auteur ; Francesca HAPPE, Auteur ; Iliana MAGIATI, Auteur . - p.1477-1491. Langues : Anglais (eng) in Autism > 27-5 (July 2023) . - p.1477-1491 Mots-clés : anxiety;autism spectrum disorders;education services;environmental factors;mental health Index. décimale : PER Périodiques Résumé : Autistic children and young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. Open-text online survey data from 71 caregivers (of n?=?45 autistic young people) and 30 young people aged 11-18?years (n?=?18 autistic) gathered across three timepoints between May and December 2020 during the pandemic revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices going forward are discussed. Lay abstract Autistic young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver?s and young people?s perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. We asked for the views of caregivers and young people aged 11-18?years gathered across three timepoints between May and December 2020. Their responses revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices are discussed. En ligne : http://dx.doi.org/10.1177/13623613221140759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507