Development of Stigma-Related Support for Autistic Adults: Insights from the Autism Community

Autor/inn/en	Han, Emeline; Scior, Katrina; Heath, Eric; Umagami, Kana; Crane, Laura
Titel	Development of Stigma-Related Support for Autistic Adults: Insights from the Autism Community
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 6, S.1676-1689 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Emeline) ORCID (Umagami, Kana) ORCID (Crane, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221143590
Schlagwörter	Autism Spectrum Disorders; Adults; Social Bias; Symptoms (Individual Disorders); Mental Health; Intervention; Attitudes; Social Attitudes; Coping; Foreign Countries; Program Effectiveness; Delivery Systems; Affordances; Barriers; United Kingdom + Suchen Sie Ihr Suchwort? Autism; Autismus; Psychiatrische Symptomatik; Psychohygiene; Attitude; Einstellung; Verhalten; Social attidude; Soziale Einstellung; Bewältigung; Ausland; Auslieferung; Großbritannien
Abstract	Many autistic adults experience public stigma and some internalise this stigma with negative effects on their mental health. While efforts to reduce public stigma are paramount, change can be slow, and interventions to prevent internalised stigma may also be needed. Using a mixed methods online survey, we gathered the views of 144 autistic adults and parents/caregivers of autistic people in the United Kingdom on whether a stigma-related support programme for autistic adults is needed and, if so, what it should 'look' like. Quantitative data (summarised descriptively) showed that most participants felt it was important for autistic adults to have support in managing stigma and revealed diverse preferences in terms of programme delivery, underscoring the need for flexibility. Using reflexive thematic analysis, four main themes were identified from the qualitative data: (1) 'We need to change society not autistic people'; (2) 'Stigma is difficult to manage alone'; (3) 'Focus on positive, practical support'; and (4) 'There is no one size fits all approach'. We discuss the important implications our findings have for how future interventions in this area are framed and delivered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01