Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
5 recherche sur le mot-clé 'peer support'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
#Online harms or benefits? An ethnographic analysis of the positives and negatives of peer-support around self-harm on social media / Anna LAVIS in Journal of Child Psychology and Psychiatry, 61-8 (August 2020)
[article]
Titre : #Online harms or benefits? An ethnographic analysis of the positives and negatives of peer-support around self-harm on social media Type de document : Texte imprimé et/ou numérique Auteurs : Anna LAVIS, Auteur ; Rachel WINTER, Auteur Article en page(s) : p.842-854 Langues : Anglais (eng) Mots-clés : Mental health online communities online ethnography online support peer support qualitative methodology self-harm self-injury social contagion social media suicide Index. décimale : PER Périodiques Résumé : BACKGROUND: There is emerging evidence of the potentially detrimental impact of social media on young people's mental health. Against this background, online self-harm content has been a recent focus of concern across academia, policy and the media. It has been argued to encourage or even cause acts such as self-cutting through mechanisms of contagion. However, little is known about why a young person might engage with such content or about its impact on behaviour or well-being. METHODS: Online ethnographic observation of interactions around self-harm on Twitter, Reddit and Instagram: collection and analysis of 10,169 original posts and 36,934 comments, both written and pictorial, at two time-points in 2018 and 2019. Ten in-depth semi-structured interviews exploring engagements with self-harm content on social media. RESULTS: Our data show that peer support is the central component of online interactions around self-harm. Young people accessing such content are likely to already be self-harming; they may turn to social media to understand, and seek help for, their actions and feelings in a context of offline stigma and service support gaps. This paper engages with the mechanisms, complexities and impact of this peer-support, reflecting on the benefits and dangers to caring for oneself and others through social media. CONCLUSIONS: Self-harm content is a fraught issue at the centre of current debates around risks and opportunities for child and adolescent mental health in the digital age. Whilst the importance of supporting young people's online safety is clear, moves to eradicate self-harm content must be undertaken with caution so as not to cause unintentional harm. Our research highlights a need to think beyond a model of contagion, instead attending to other mechanisms of harm and benefit. In so doing, it challenges prevailing attitudes towards online communication about self-harm and accepted approaches to managing this. En ligne : http://dx.doi.org/10.1111/jcpp.13245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.842-854[article] #Online harms or benefits? An ethnographic analysis of the positives and negatives of peer-support around self-harm on social media [Texte imprimé et/ou numérique] / Anna LAVIS, Auteur ; Rachel WINTER, Auteur . - p.842-854.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.842-854
Mots-clés : Mental health online communities online ethnography online support peer support qualitative methodology self-harm self-injury social contagion social media suicide Index. décimale : PER Périodiques Résumé : BACKGROUND: There is emerging evidence of the potentially detrimental impact of social media on young people's mental health. Against this background, online self-harm content has been a recent focus of concern across academia, policy and the media. It has been argued to encourage or even cause acts such as self-cutting through mechanisms of contagion. However, little is known about why a young person might engage with such content or about its impact on behaviour or well-being. METHODS: Online ethnographic observation of interactions around self-harm on Twitter, Reddit and Instagram: collection and analysis of 10,169 original posts and 36,934 comments, both written and pictorial, at two time-points in 2018 and 2019. Ten in-depth semi-structured interviews exploring engagements with self-harm content on social media. RESULTS: Our data show that peer support is the central component of online interactions around self-harm. Young people accessing such content are likely to already be self-harming; they may turn to social media to understand, and seek help for, their actions and feelings in a context of offline stigma and service support gaps. This paper engages with the mechanisms, complexities and impact of this peer-support, reflecting on the benefits and dangers to caring for oneself and others through social media. CONCLUSIONS: Self-harm content is a fraught issue at the centre of current debates around risks and opportunities for child and adolescent mental health in the digital age. Whilst the importance of supporting young people's online safety is clear, moves to eradicate self-harm content must be undertaken with caution so as not to cause unintentional harm. Our research highlights a need to think beyond a model of contagion, instead attending to other mechanisms of harm and benefit. In so doing, it challenges prevailing attitudes towards online communication about self-harm and accepted approaches to managing this. En ligne : http://dx.doi.org/10.1111/jcpp.13245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education / Catherine J. CROMPTON in Autism, 27-1 (January 2023)
[article]
Titre : œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.76-91 Langues : Anglais (eng) Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.76-91[article] œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur . - p.76-91.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.76-91
Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings / Erin E. MCCURDY in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur Année de publication : 2014 Article en page(s) : p.883-893 Langues : Anglais (eng) Mots-clés : Peer support Inclusion Autism spectrum disorder General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893[article] Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings [Texte imprimé et/ou numérique] / Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur . - 2014 . - p.883-893.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893
Mots-clés : Peer support Inclusion Autism spectrum disorder General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Supporting Newly Identified or Diagnosed Autistic Adults: An Initial Evaluation of an Autistic-Led Programme / Laura CRANE in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
[article]
Titre : Supporting Newly Identified or Diagnosed Autistic Adults: An Initial Evaluation of an Autistic-Led Programme Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Caroline HEARST, Auteur ; Maria ASHWORTH, Auteur ; Jade DAVIES, Auteur ; Elisabeth L HILL, Auteur Article en page(s) : p.892-905 Langues : Anglais (eng) Mots-clés : Adults Autism Autistic-led Diagnosis Peer support Post-diagnostic support Index. décimale : PER Périodiques Résumé : Sixteen adults (diagnosed or self-identified as autistic) participated in one of two iterations of a ten-week autistic-led programme, aimed at helping autistic adults learn more about autism within a peer group context. Motivations for taking part in the programme included a desire for: (1) exploration of autism; (2) empowerment; and (3) the development of practical strategies and coping mechanisms. Interviews were conducted upon completion of the programme and again 6 months later. Using thematic analysis, three themes were identified: (1) appreciation of the autistic-led nature of the programme; (2) unity in diversity; and (3) developing a positive, practical outlook on autism. These promising initial results highlight the value of autistic-led peer support for those recently diagnosed/identified as autistic. En ligne : http://dx.doi.org/10.1007/s10803-020-04486-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.892-905[article] Supporting Newly Identified or Diagnosed Autistic Adults: An Initial Evaluation of an Autistic-Led Programme [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Caroline HEARST, Auteur ; Maria ASHWORTH, Auteur ; Jade DAVIES, Auteur ; Elisabeth L HILL, Auteur . - p.892-905.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.892-905
Mots-clés : Adults Autism Autistic-led Diagnosis Peer support Post-diagnostic support Index. décimale : PER Périodiques Résumé : Sixteen adults (diagnosed or self-identified as autistic) participated in one of two iterations of a ten-week autistic-led programme, aimed at helping autistic adults learn more about autism within a peer group context. Motivations for taking part in the programme included a desire for: (1) exploration of autism; (2) empowerment; and (3) the development of practical strategies and coping mechanisms. Interviews were conducted upon completion of the programme and again 6 months later. Using thematic analysis, three themes were identified: (1) appreciation of the autistic-led nature of the programme; (2) unity in diversity; and (3) developing a positive, practical outlook on autism. These promising initial results highlight the value of autistic-led peer support for those recently diagnosed/identified as autistic. En ligne : http://dx.doi.org/10.1007/s10803-020-04486-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 'I never realised everybody felt as happy as I do when I am around autistic people': A thematic analysis of autistic adults' relationships with autistic and neurotypical friends and family / Catherine J. CROMPTON in Autism, 24-6 (August 2020)
[article]
Titre : 'I never realised everybody felt as happy as I do when I am around autistic people': A thematic analysis of autistic adults' relationships with autistic and neurotypical friends and family Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Danielle ROPAR, Auteur ; Emma FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1438-1448 Langues : Anglais (eng) Mots-clés : autism mental health neurodiversity peer support social interaction Index. décimale : PER Périodiques Résumé : Although autistic people may struggle to interact with others, many autistic people have said they find interacting with other autistic people more comfortable. To find out whether this was a common experience, we did hour-long interviews with 12 autistic adults. We asked them questions about how it feels when spending time with their friends and family, and whether it felt different depending on whether the friends and family were autistic or neurotypical. We analysed the interviews and found three common themes in what our participants said. First, they found spending with other autistic people easier and more comfortable than spending time with neurotypical people, and felt they were better understood by other autistic people. Second, autistic people often felt they were in a social minority, and in order to spend time with neurotypical friends and family, they had to conform with what the neurotypical people wanted and were used to. Third, autistic people felt like they belonged with other autistic people and that they could be themselves around them. These findings show that having time with autistic friends and family can be very beneficial for autistic people and played an important role in a happy social life. En ligne : http://dx.doi.org/10.1177/1362361320908976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1438-1448[article] 'I never realised everybody felt as happy as I do when I am around autistic people': A thematic analysis of autistic adults' relationships with autistic and neurotypical friends and family [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Danielle ROPAR, Auteur ; Emma FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.1438-1448.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1438-1448
Mots-clés : autism mental health neurodiversity peer support social interaction Index. décimale : PER Périodiques Résumé : Although autistic people may struggle to interact with others, many autistic people have said they find interacting with other autistic people more comfortable. To find out whether this was a common experience, we did hour-long interviews with 12 autistic adults. We asked them questions about how it feels when spending time with their friends and family, and whether it felt different depending on whether the friends and family were autistic or neurotypical. We analysed the interviews and found three common themes in what our participants said. First, they found spending with other autistic people easier and more comfortable than spending time with neurotypical people, and felt they were better understood by other autistic people. Second, autistic people often felt they were in a social minority, and in order to spend time with neurotypical friends and family, they had to conform with what the neurotypical people wanted and were used to. Third, autistic people felt like they belonged with other autistic people and that they could be themselves around them. These findings show that having time with autistic friends and family can be very beneficial for autistic people and played an important role in a happy social life. En ligne : http://dx.doi.org/10.1177/1362361320908976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428