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Brady MJ, Jenkins CA, Gamble-Turner JM, Moseley RL, Janse van Rensburg M, Matthews RJ. "A perfect storm": Autistic experiences of menopause and midlife. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1405-1418. [PMID: 38622794 PMCID: PMC11135000 DOI: 10.1177/13623613241244548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/17/2024]
Abstract
LAY ABSTRACT Previous studies report that menopause can be a very difficult transition for some autistic people. This study focuses on how autistic people experience menopause and what support and information might help them. Autistic Community Research Associates played an important role in the research and co-authored this article. We held four focus groups and eight interviews online with 24 autistic participants who lived in either Canada (n = 13) or the United Kingdom (n = 11). We analysed participant conversations using a method called reflexive thematic analysis. Participants described many intense challenges during menopause. Four themes and eight subthemes were identified across participant groups: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). The experiences of our participants may not be the same as other autistic people, and the study could have been more inclusive of diverse autistic groups. However, hearing about the experiences of others may provide reassurance to autistic people who struggle with menopause and let them know they are not alone.
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Davies J, Cooper K, Killick E, Sam E, Healy M, Thompson G, Mandy W, Redmayne B, Crane L. Autistic identity: A systematic review of quantitative research. Autism Res 2024; 17:874-897. [PMID: 38334318 DOI: 10.1002/aur.3105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 01/21/2024] [Indexed: 02/10/2024]
Abstract
Autism can be considered both a personal and social identity. Identifying the factors contributing to positive Autistic identity development is crucial given the potential implications for mental health and wellbeing. In this systematic review, we aimed to synthesize quantitative literature on Autistic identity to identify the (individual and environmental) factors associated with Autistic identity, and to ascertain the relationship between Autistic identity and mental health and wellbeing. A total of 3,617 studies were screened and 20 met our inclusion criteria. Results indicated that people developed a more positive Autistic identity when receiving external autism acceptance and external support. The association between individual factors and Autistic identity were largely nonsignificant or inconclusive, highlighting the need for broad support that meets the needs of a range of Autistic people, rather than specific subgroups. Importantly, positive Autistic identity was associated with improved mental health and wellbeing. Peer support and/or self-directed support resources may be valuable mechanisms for supporting Autistic people to cultivate a positive Autistic identity. The evaluation of such support, including the long-term impacts on identity development, will be a critical avenue for future research.
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Affiliation(s)
- Jade Davies
- Centre for Research in Autism and Education (CRAE), IOE, UCL's Faculty of Education and Society, University College London, London, UK
| | - Kate Cooper
- Centre for Applied Autism Research, Department of Psychology, University of Bath, UK
| | - Estelle Killick
- Centre for Research in Autism and Education (CRAE), IOE, UCL's Faculty of Education and Society, University College London, London, UK
| | - Evelyn Sam
- Centre for Research in Autism and Education (CRAE), IOE, UCL's Faculty of Education and Society, University College London, London, UK
| | | | | | - Will Mandy
- Research Department of Clinical, Educational, & Health Psychology, University College London, London, UK
| | | | - Laura Crane
- Centre for Research in Autism and Education (CRAE), IOE, UCL's Faculty of Education and Society, University College London, London, UK
- Autism Centre for Education and Research (ACER), Department of Disability, Inclusion and Special Needs, School of Education, College of Social Sciences, University of Birmingham, UK
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