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Autism identity in young adults and the relationships with participation, quality of life, and well-being / Dovrat SAGIE ; Efrat SELANIKYO ; Sonya MEYER ; Eynat GAL in Research in Autism Spectrum Disorders, 111 (March 2024)
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Titre : Autism identity in young adults and the relationships with participation, quality of life, and well-being Type de document : Texte imprimé et/ou numérique Auteurs : Dovrat SAGIE, Auteur ; Efrat SELANIKYO, Auteur ; Sonya MEYER, Auteur ; Eynat GAL, Auteur Article en page(s) : p.102311 Mots-clés : Autism Identity Young adults Quality of life Well-being Index. décimale : PER Périodiques Résumé : Background Autism presents self-identity challenges across the lifespan. Like ?illness identity,? the degree to which a person integrates chronic illness into their self-identity, autism identity entails unique issues following diagnosis. Accepting the diagnosis allows better coping with its challenges and psychological, social, and physical functioning. However, knowledge of autism identity?s relationship with social participation in environments such as home, school, and community, quality of life (QoL), and personal well-being is limited. This study aimed to present an autism-identity profile of young adults and assess those relationships. Method This cross-sectional study included 42 autistic adults (18?25 years; M = 19.62, SD = 1.1) recruited from a postsecondary training program. All completed an Illness Identity Questionnaire adapted for autism, Child and Adolescent Scale of Participation, QoL Questionnaire, and Personal Well-Being Index. We calculated autism-identity profiles using descriptive statistics and examined relationships between self-reported autism-identity perceptions and participation, QoL, and well-being using Pearson?s correlations and stepwise linear regressions. Results The participants reported significantly higher positive than negative autism-identity feelings, t(41) = 6.17, p < .001, d = .95. Higher positive autism-identity perception significantly correlated with higher reported participation (r = .44, p < .01) and QoL (r = .36, p < .05). Higher engulfment feelings (i.e., feeling that autism overwhelms the individual?s identity) significantly predicted lower social participation and well-being. Conclusions Although natural development and social and educational environments affect identity and self-perception, caregivers, educators, and support services should help autistic young adults adopt more positive and reduce negative feelings about their autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521
in Research in Autism Spectrum Disorders > 111 (March 2024) . - p.102311[article] Autism identity in young adults and the relationships with participation, quality of life, and well-being [Texte imprimé et/ou numérique] / Dovrat SAGIE, Auteur ; Efrat SELANIKYO, Auteur ; Sonya MEYER, Auteur ; Eynat GAL, Auteur . - p.102311.
in Research in Autism Spectrum Disorders > 111 (March 2024) . - p.102311
Mots-clés : Autism Identity Young adults Quality of life Well-being Index. décimale : PER Périodiques Résumé : Background Autism presents self-identity challenges across the lifespan. Like ?illness identity,? the degree to which a person integrates chronic illness into their self-identity, autism identity entails unique issues following diagnosis. Accepting the diagnosis allows better coping with its challenges and psychological, social, and physical functioning. However, knowledge of autism identity?s relationship with social participation in environments such as home, school, and community, quality of life (QoL), and personal well-being is limited. This study aimed to present an autism-identity profile of young adults and assess those relationships. Method This cross-sectional study included 42 autistic adults (18?25 years; M = 19.62, SD = 1.1) recruited from a postsecondary training program. All completed an Illness Identity Questionnaire adapted for autism, Child and Adolescent Scale of Participation, QoL Questionnaire, and Personal Well-Being Index. We calculated autism-identity profiles using descriptive statistics and examined relationships between self-reported autism-identity perceptions and participation, QoL, and well-being using Pearson?s correlations and stepwise linear regressions. Results The participants reported significantly higher positive than negative autism-identity feelings, t(41) = 6.17, p < .001, d = .95. Higher positive autism-identity perception significantly correlated with higher reported participation (r = .44, p < .01) and QoL (r = .36, p < .05). Higher engulfment feelings (i.e., feeling that autism overwhelms the individual?s identity) significantly predicted lower social participation and well-being. Conclusions Although natural development and social and educational environments affect identity and self-perception, caregivers, educators, and support services should help autistic young adults adopt more positive and reduce negative feelings about their autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521 Bullying and Identity Development: Insights from Autistic and Non-autistic College Students / Danielle DENIGRIS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
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Titre : Bullying and Identity Development: Insights from Autistic and Non-autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur Année de publication : 2018 Article en page(s) : p.666-678 Langues : Anglais (eng) Mots-clés : Autism Bullying College Identity Theory of mind "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678[article] Bullying and Identity Development: Insights from Autistic and Non-autistic College Students [Texte imprimé et/ou numérique] / Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur . - 2018 . - p.666-678.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678
Mots-clés : Autism Bullying College Identity Theory of mind "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5 / Olivia SMITH in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
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Titre : 'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Olivia SMITH, Auteur ; Sandra C. JONES, Auteur Article en page(s) : p.592-602 Langues : Anglais (eng) Mots-clés : Asperger's Dsm-5 Diagnostic category Identity Index. décimale : PER Périodiques Résumé : Asperger's Syndrome was introduced as a separate diagnostic category in the DSM-4 (1994). Its subsequent absorption into autism spectrum disorder in the DSM-5 (2013) led to vigorous debate and concerns about the loss of the unique Asperger's identity. Existing research has identified that adults previously diagnosed with Asperger's have expressed a diverse range of opinions regarding the DSM-5 changes. This Australian study explored the role of disability identity development in responses to the change through semi-structured interviews with 12 adults diagnosed with Asperger's under the DSM-4. Their different views did not appear to be a function of demographic variables; a connection was identified between participants' views of the change and differing stages of integration with the Asperger's and/or autism identities. En ligne : http://dx.doi.org/10.1007/s10803-019-04294-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.592-602[article] 'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5 [Texte imprimé et/ou numérique] / Olivia SMITH, Auteur ; Sandra C. JONES, Auteur . - p.592-602.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.592-602
Mots-clés : Asperger's Dsm-5 Diagnostic category Identity Index. décimale : PER Périodiques Résumé : Asperger's Syndrome was introduced as a separate diagnostic category in the DSM-4 (1994). Its subsequent absorption into autism spectrum disorder in the DSM-5 (2013) led to vigorous debate and concerns about the loss of the unique Asperger's identity. Existing research has identified that adults previously diagnosed with Asperger's have expressed a diverse range of opinions regarding the DSM-5 changes. This Australian study explored the role of disability identity development in responses to the change through semi-structured interviews with 12 adults diagnosed with Asperger's under the DSM-4. Their different views did not appear to be a function of demographic variables; a connection was identified between participants' views of the change and differing stages of integration with the Asperger's and/or autism identities. En ligne : http://dx.doi.org/10.1007/s10803-019-04294-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Discriminative and Criterion Validity of the Autism Spectrum Identity Scale (ASIS) / T. A. M. MCDONALD in Journal of Autism and Developmental Disorders, 47-10 (October 2017)
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Titre : Discriminative and Criterion Validity of the Autism Spectrum Identity Scale (ASIS) Type de document : Texte imprimé et/ou numérique Auteurs : T. A. M. MCDONALD, Auteur Article en page(s) : p.3018-3028 Langues : Anglais (eng) Mots-clés : Autism Identity Self-esteem Stigma Self-concept Index. décimale : PER Périodiques Résumé : Individuals on the autism spectrum face stigma that can influence identity development. Previous research on the 22-item Autism Spectrum Identity Scale (ASIS) reported a four-factor structure with strong split-sample cross-validation and good internal consistency. This study reports the discriminative and criterion validity of the ASIS with other measures. Adults (n?=?1139) who have, or identify with, an autism spectrum diagnosis took a nationally distributed online survey that also included demographic questions and measures for stigma, self-esteem, and quality of life (QoL). All four ASIS factors discriminated from measures of stigma and self-esteem. The ASIS also showed good criterion validity with the factors of Positive Difference and Changeability demonstrating widespread relationships with subjective quality of life in the expected directions. En ligne : https://doi.org/10.1007/s10803-017-3221-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319
in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3018-3028[article] Discriminative and Criterion Validity of the Autism Spectrum Identity Scale (ASIS) [Texte imprimé et/ou numérique] / T. A. M. MCDONALD, Auteur . - p.3018-3028.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3018-3028
Mots-clés : Autism Identity Self-esteem Stigma Self-concept Index. décimale : PER Périodiques Résumé : Individuals on the autism spectrum face stigma that can influence identity development. Previous research on the 22-item Autism Spectrum Identity Scale (ASIS) reported a four-factor structure with strong split-sample cross-validation and good internal consistency. This study reports the discriminative and criterion validity of the ASIS with other measures. Adults (n?=?1139) who have, or identify with, an autism spectrum diagnosis took a nationally distributed online survey that also included demographic questions and measures for stigma, self-esteem, and quality of life (QoL). All four ASIS factors discriminated from measures of stigma and self-esteem. The ASIS also showed good criterion validity with the factors of Positive Difference and Changeability demonstrating widespread relationships with subjective quality of life in the expected directions. En ligne : https://doi.org/10.1007/s10803-017-3221-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 'Who Am I?': An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents / L. CRESSWELL in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
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Titre : 'Who Am I?': An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : L. CRESSWELL, Auteur ; Eilidh CAGE, Auteur Article en page(s) : p.2901-2912 Langues : Anglais (eng) Mots-clés : Acculturation Adolescence Identity Mental health Index. décimale : PER Périodiques Résumé : Autistic adolescents are at increased risk of mental health difficulties. One potential factor contributing to this is identity development, although this hypothesis has been little explored. These adolescents also have to consider how autism forms their identity, a process called acculturation. This exploratory study examined the relationships between identity, acculturation and mental health in autistic adolescents. Twenty-four participants completed measures investigating identity, acculturation and mental health. Findings suggested mental health was not related to personal identity. Mental health scores did not differ between acculturation groups, however those aligned to non-autistic culture tended to generate more positive self-statements than those aligned to neither culture. These findings suggest autistic adolescents should be encouraged to explore autistic culture and supported in constructing their identity. En ligne : http://dx.doi.org/10.1007/s10803-019-04016-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2901-2912[article] 'Who Am I?': An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents [Texte imprimé et/ou numérique] / L. CRESSWELL, Auteur ; Eilidh CAGE, Auteur . - p.2901-2912.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2901-2912
Mots-clés : Acculturation Adolescence Identity Mental health Index. décimale : PER Périodiques Résumé : Autistic adolescents are at increased risk of mental health difficulties. One potential factor contributing to this is identity development, although this hypothesis has been little explored. These adolescents also have to consider how autism forms their identity, a process called acculturation. This exploratory study examined the relationships between identity, acculturation and mental health in autistic adolescents. Twenty-four participants completed measures investigating identity, acculturation and mental health. Findings suggested mental health was not related to personal identity. Mental health scores did not differ between acculturation groups, however those aligned to non-autistic culture tended to generate more positive self-statements than those aligned to neither culture. These findings suggest autistic adolescents should be encouraged to explore autistic culture and supported in constructing their identity. En ligne : http://dx.doi.org/10.1007/s10803-019-04016-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 'It's being a part of a grand tradition, a grand counter-culture which involves communities': A qualitative investigation of autistic community connectedness / Monique BOTHA in Autism, 26-8 (November 2022)
PermalinkMental Health in International Adoptees as Teenagers and Young Adults. An Epidemiological Study / Marianne CEDERBLAD in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
PermalinkVulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler's contributions to child well-being / Bronwyn NICHOLS LODATO in Development and Psychopathology, 33-2 (May 2021)
PermalinkBrief Report: Sources of Sexuality and Relationship Education for Autistic and Neurotypical Adults in the U.S. and a Call to Action / E. T. CREHAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkHow pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis / E. I. WILLIAMS in Autism, 23-1 (January 2019)
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