8 recherche sur le mot-clé 'autonomy'

Perceived Autonomy Support in Children with Autism Spectrum Disorder / Nicole M. SHEA in Autism - Open Access, 3-2 (September 2013)  

Public ISBD [article]  inAutism - Open Access > 3-2 (September 2013) . - 6 p. Titre : Perceived Autonomy Support in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur Année de publication : 2013 Article en page(s) : 6 p. Langues : Anglais (eng) Mots-clés : Autism  Autonomy  Self-determination  Intrinsic motivation  Extrinsic motivation  School  Social skills  Academics  Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Perceived Autonomy Support in Children with Autism Spectrum Disorder [texte imprimé] / Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur . - 2013 . - 6 p. Langues : Anglais (eng) in Autism - Open Access > 3-2 (September 2013) . - 6 p. Mots-clés : Autism  Autonomy  Self-determination  Intrinsic motivation  Extrinsic motivation  School  Social skills  Academics  Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities / Heather M. BROWN ; Anne BORDEN ; Christina DEVLIN ; Adam KEDMY ; Austin LEE ; David B. NICHOLAS ; Bethan KINGSLEY ; Sandy THOMPSON-HODGETTS in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3092-3104 Titre : Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities Type de document : texte imprimé Auteurs : Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur Article en page(s) : p.3092-3104 Langues : Anglais (eng) Mots-clés : adulthood  autism  autonomy  choice  opportunity  qualitative  self-determination  support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16 weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities [texte imprimé] / Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur . - p.3092-3104. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3092-3104 Mots-clés : adulthood  autism  autonomy  choice  opportunity  qualitative  self-determination  support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16 weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Adolescent peer struggles predict accelerated epigenetic aging in midlife / Joseph P. ALLEN in Development and Psychopathology, 35-2 (May 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-2 (May 2023) . - p.912-925 Titre : Adolescent peer struggles predict accelerated epigenetic aging in midlife Type de document : texte imprimé Auteurs : Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur Article en page(s) : p.912-925 Langues : Anglais (eng) Mots-clés : adolescent  autonomy  epigenetic aging  friendships  longitudinal  peer  social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Adolescent peer struggles predict accelerated epigenetic aging in midlife [texte imprimé] / Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur . - p.912-925. Langues : Anglais (eng) in Development and Psychopathology > 35-2 (May 2023) . - p.912-925 Mots-clés : adolescent  autonomy  epigenetic aging  friendships  longitudinal  peer  social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Beyond delinquency and drug use: Links of peer pressure to long-term adolescent psychosocial development / Meghan A. COSTELLO ; Jessica A. STERN ; Natasha A. Bailey in Development and Psychopathology, 37-4 (October 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-4 (October 2025) . - p.1930-1940 Titre : Beyond delinquency and drug use: Links of peer pressure to long-term adolescent psychosocial development Type de document : texte imprimé Auteurs : Meghan A. COSTELLO, Auteur ; Jessica A. STERN, Auteur ; Natasha A. Bailey, Auteur Article en page(s) : p.1930-1940 Langues : Anglais (eng) Mots-clés : Adolescence  autonomy  coercion  peer pressure  romantic relationships Index. décimale : PER Périodiques Résumé : This study examined the predictors and sequelae of exposure to peer pressure from close friends in adolescence. Adolescents (99 female; 85 male) were followed from age 13 to 24 utilizing peer, parent, and romantic partner reports and observational data. Participants who were exposed to high levels of peer pressure as teens were more likely to experience higher levels of coercive behavior from romantic partners (as reported by those partners), as well as lower levels of parent-reported functional independence. All findings held even after accounting for baseline levels of teen assertiveness. Adolescents at risk for increasing exposure to peer pressure were characterized by poor-quality parent and peer relationships, as well as baseline deficits in ability to assert autonomy. Results suggest that exposure to peer pressure, aside from its potential effects on deviant or risky behavior, may reflect a powerful threat to the autonomy development process as adolescents transition from parents to peers as primary sources of support and interaction. En ligne : https://dx.doi.org/10.1017/S0954579424001482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Beyond delinquency and drug use: Links of peer pressure to long-term adolescent psychosocial development [texte imprimé] / Meghan A. COSTELLO, Auteur ; Jessica A. STERN, Auteur ; Natasha A. Bailey, Auteur . - p.1930-1940. Langues : Anglais (eng) in Development and Psychopathology > 37-4 (October 2025) . - p.1930-1940 Mots-clés : Adolescence  autonomy  coercion  peer pressure  romantic relationships Index. décimale : PER Périodiques Résumé : This study examined the predictors and sequelae of exposure to peer pressure from close friends in adolescence. Adolescents (99 female; 85 male) were followed from age 13 to 24 utilizing peer, parent, and romantic partner reports and observational data. Participants who were exposed to high levels of peer pressure as teens were more likely to experience higher levels of coercive behavior from romantic partners (as reported by those partners), as well as lower levels of parent-reported functional independence. All findings held even after accounting for baseline levels of teen assertiveness. Adolescents at risk for increasing exposure to peer pressure were characterized by poor-quality parent and peer relationships, as well as baseline deficits in ability to assert autonomy. Results suggest that exposure to peer pressure, aside from its potential effects on deviant or risky behavior, may reflect a powerful threat to the autonomy development process as adolescents transition from parents to peers as primary sources of support and interaction. En ligne : https://dx.doi.org/10.1017/S0954579424001482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Integrative emotion regulation: Process and development from a self-determination theory perspective / Guy ROTH in Development and Psychopathology, 31-3 (August 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-3 (August 2019) . - p.945-956 Titre : Integrative emotion regulation: Process and development from a self-determination theory perspective Type de document : texte imprimé Auteurs : Guy ROTH, Auteur ; Maarten VANSTEENKISTE, Auteur ; Richard M. RYAN, Auteur Article en page(s) : p.945-956 Langues : Anglais (eng) Mots-clés : integrative emotion regulation  self-determination theory  autonomy  mindfulness  emotion dysregulation Index. décimale : PER Périodiques Résumé : Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy. En ligne : http://dx.doi.org/10.1017/S0954579419000403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Integrative emotion regulation: Process and development from a self-determination theory perspective [texte imprimé] / Guy ROTH, Auteur ; Maarten VANSTEENKISTE, Auteur ; Richard M. RYAN, Auteur . - p.945-956. Langues : Anglais (eng) in Development and Psychopathology > 31-3 (August 2019) . - p.945-956 Mots-clés : integrative emotion regulation  self-determination theory  autonomy  mindfulness  emotion dysregulation Index. décimale : PER Périodiques Résumé : Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy. En ligne : http://dx.doi.org/10.1017/S0954579419000403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 25-5 (July 2021)  

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Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 26-5 (July 2022)  

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Effectiveness of physical activity on repetitive behaviors and independence in autistic adults: A systematic review / Hope HACKER ; Kaleigh MAGNANT ; Camila SALAZAR ; Kayla KUBENKA ; Lillian CATES ; Alison HANSEN ; Karen RATCLIFF ; Claudia HILTON in Research in Autism, 126 (August 2025)  

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