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Sonuga-Barke EJ, Chandler S, Lukito S, Kakoulidou M, Moore G, Cooper N, Matejko M, Jackson I, Balwani B, Boyens T, Poulton D, Harvey-Nguyen L, Baker S, Pavlopoulou G. Participatory translational science of neurodivergence: model for attention-deficit/hyperactivity disorder and autism research. Br J Psychiatry 2024; 224:127-131. [PMID: 38362636 PMCID: PMC10933558 DOI: 10.1192/bjp.2023.151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 09/18/2023] [Accepted: 10/29/2023] [Indexed: 02/17/2024]
Abstract
BACKGROUND There are increasing calls for neurodivergent peoples' involvement in research into neurodevelopmental conditions. So far, however, this has tended to be achieved only through membership of external patient and public involvement (PPI) panels. The Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR) programme is building a new participatory model of translational research that places young people with diagnoses of attention-deficit hyperactivity disorder (ADHD) and autism at the heart of the research team so that they can contribute to shaping and delivering its research plan. AIMS To outline the principles on which the RE-STAR participatory model is based and describe its practical implementation and benefits, especially concerning the central role of members of the Youth Researcher Panel (Y-RPers). METHOD The model presented is a culmination of a 24-month process during which Y-RPers moved from advisors to co-researchers integrated within RE-STAR. It is shaped by the principles of co-intentionality. The account here was agreed following multiple iterative cycles of collaborative discussion between academic researchers, Y-RPers and other stakeholders. RESULTS Based on our collective reflections we offer general guidance on how to effectively integrate young people with diagnoses of ADHD and/or autism into the core of the translational research process. We also describe the specific theoretical, methodological and analytical benefits of Y-RPer involvement in RE-STAR. CONCLUSIONS Although in its infancy, RE-STAR has demonstrated the model's potential to enrich translational science in a way that can change our understanding of the relationship between autism, ADHD and mental health. When appropriately adapted we believe the model can be applied to other types of neurodivergence and/or mental health conditions.
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Affiliation(s)
- Edmund J.S. Sonuga-Barke
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Susie Chandler
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Steve Lukito
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Myrofora Kakoulidou
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK; and Group for Research in Relationships in Neurodiversity (GRRAND), Clinical, Educational & Health Psychology, Division of Psychology & Language Sciences, Faculty of Brain Sciences, University College London, London, UK
| | - Graham Moore
- DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK
| | | | - Maciej Matejko
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Isabel Jackson
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Beta Balwani
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK; and University Hospitals of Leicester NHS Trust, Leicester, UK
| | - Tiegan Boyens
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Dorian Poulton
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Luke Harvey-Nguyen
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK; and DECIPHer, School of Social Sciences, Cardiff University, UK
| | - Sylvan Baker
- Royal Central School of Speech & Drama, London, UK
| | - Georgia Pavlopoulou
- Group for Research in Relationships in Neurodiversity (GRRAND), Clinical, Educational & Health Psychology, Division of Psychology & Language Sciences, Faculty of Brain Sciences, University College London, London, UK; and Anna Freud National Centre for Children and Families, London, UK
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Tang P, Pavlopoulou G, Kostyrka-Allchorne K, Phillips-Owen J, Sonuga-Barke E. Links between mental health problems and future thinking from the perspective of adolescents with experience of depression and anxiety: a qualitative study. Child Adolesc Psychiatry Ment Health 2023; 17:143. [PMID: 38129889 PMCID: PMC10740287 DOI: 10.1186/s13034-023-00679-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023] Open
Abstract
BACKGROUND Depression and anxiety are common during adolescence and could have detrimental impacts on young people's ability to make and implement plans for their future. However, to the best of our knowledge, no other study has adopted a qualitative approach in investigating these effects from the perspective of adolescents with lived experiences of depression and anxiety. We sought to understand how young people perceive and interpret the impact of mental health conditions on their thinking about the future. METHODS We conducted semi-structured interviews with 19 adolescents aged 16-19 years in the UK (median age = 19, IQR = 1.5), who had a history of protracted periods of clinical or subclinical depression and/or anxiety. They were asked to reflect on how their ability to think about the future and the content of the future-related thinking was impacted during periods of poor mental health, compared with periods of feeling well. Interviews were transcribed verbatim and subjected to thematic content analysis. RESULTS Five domains were identified. First, the impact of mood on future thinking capability focuses on reduced ability and motivation to engage in future thinking. Second, the impact of mood on images, thoughts, and feelings about the future includes the emotional valence of future-related thoughts, their vividness, structure, and the extent to which they intimated subjective feelings of control (i.e., agency). Third, social influences focuses on social factors that might ameliorate or exacerbate future thinking. Fourth, reflections on personal worries and expectations about the future captures personal interpretations of past worries and hopes and how future thinking affected mood. Finally, personal coping refers to how young people cope with the negative emotions that come with future thinking. CONCLUSIONS This study provided a nuanced and granular account of how depression and anxiety impacted young people's future thinking based on their lived experiences. By highlighting the different ways that variations in future thinking were experienced as a function of depression and anxiety, our analysis highlighted new factors that should be considered in studies of adolescent mental health risk, which could inform the development of new therapeutic approaches.
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Affiliation(s)
- Peiyao Tang
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King's College London, 16 De Crespigny Park, London, SE5 8AF, UK.
| | - Georgia Pavlopoulou
- Group for Research in Relationships and Neurodiversity (GRRAND), Clinical, Education & Health Psychology, Division of Psychology & Language Sciences, Faculty of Brain Sciences, University College London, London, UK
- Anna Freud Centre, London, UK
| | - Katarzyna Kostyrka-Allchorne
- Department of Psychology, School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK
| | - Jacqueline Phillips-Owen
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King's College London, 16 De Crespigny Park, London, SE5 8AF, UK
| | - Edmund Sonuga-Barke
- School of Academic Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King's College London, 16 De Crespigny Park, London, SE5 8AF, UK
- Department of Child & Adolescent Psychiatry, Aarhus University, Aarhus, Denmark
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Stogiannos N, Pavlopoulou G, Papadopoulos C, Walsh G, Potts B, Moqbel S, Gkaravella A, McNulty J, Simcock C, Gaigg S, Bowler D, Marais K, Cleaver K, Lloyd JH, Dos Reis CS, Malamateniou C. Strategies to improve the magnetic resonance imaging experience for autistic individuals: a cross-sectional study exploring parents and carers' experiences. BMC Health Serv Res 2023; 23:1375. [PMID: 38062422 PMCID: PMC10704820 DOI: 10.1186/s12913-023-10333-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 11/15/2023] [Indexed: 12/18/2023] Open
Abstract
BACKGROUND Autistic individuals encounter numerous barriers in accessing healthcare, including communication difficulties, sensory sensitivities, and a lack of appropriate adjustments. These issues are particularly acute during MRI scans, which involve confined spaces, loud noises, and the necessity to remain still. There remains no unified approach to preparing autistic individuals for MRI procedures. METHODS A cross-sectional online survey was conducted with parents and carers of autistic individuals in the UK to explore their experiences, barriers, and recommendations concerning MRI scans. The survey collected demographic information and experiential accounts of previous MRI procedures. Quantitative data were analysed descriptively, while key themes were identified within the qualitative data through inductive thematic analysis. RESULTS Sixteen parents/carers participated. The majority reported difficulties with communication, inadequate pre-scan preparation, and insufficient adjustments during MRI scans for their autistic children. Key barriers included an overwhelming sensory environment, radiographers' limited understanding of autism, and anxiety stemming from uncertainties about the procedure. Recommended improvements encompassed accessible communication, pre-visit familiarisation, noise-reduction and sensory adaptations, staff training on autism, and greater flexibility to meet individual needs. CONCLUSIONS There is an urgent need to enhance MRI experiences for autistic individuals. This can be achieved through improved staff knowledge, effective communication strategies, thorough pre-scan preparation, and tailored reasonable adjustments. Co-producing clear MRI guidelines with the autism community could standardise sensitive practices. An individualised approach is crucial for reducing anxiety and facilitating participation. Empowering radiographers through autism-specific education and incorporating insights from autistic individuals and their families could transform MRI experiences and outcomes.
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Affiliation(s)
- Nikolaos Stogiannos
- Department of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, UK
- Medical Imaging Department, Corfu General Hospital, Corfu, Greece
| | - Georgia Pavlopoulou
- Department of Psychology and Human Development, University College London, Institute of Education Group for Research in Relationships in NeuroDiversity-GRRAND, London, UK
- Anna Freud National Centre for Children and Families, London, UK
| | - Chris Papadopoulos
- Institute for Health Research, University of Bedfordshire, Putteridge Bury Campus, Luton, UK.
| | - Gemma Walsh
- Department of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, UK
| | - Ben Potts
- Department of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, UK
- Southampton General Hospital, University Hospitals Southampton Foundation Trust, Southampton, UK
| | - Sarah Moqbel
- Anna Freud National Centre for Children and Families, London, UK
| | | | - Jonathan McNulty
- School of Medicine, Health Sciences Centre, University College Dublin, Dublin, Ireland
| | - Clare Simcock
- Institute of Child Health, Great Ormond Street Hospital for Children NHS Foundation Trust, University College London, London, UK
| | - Sebastian Gaigg
- Department of Psychology, School of Health and Psychological Sciences, City, University of London, London, UK
| | - Dermot Bowler
- Department of Psychology, School of Health and Psychological Sciences, City, University of London, London, UK
| | - Keith Marais
- Community Involvement, University of London, London, UK
| | - Karen Cleaver
- Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
| | - Jane Harvey Lloyd
- Department of Specialist Science Education, University of Leeds, Leeds, UK
| | - Cláudia Sá Dos Reis
- School of Health Sciences (HESAV), University of Applied Sciences Western Switzerland (HES- SO), Lausanne, CH, Switzerland
| | - Christina Malamateniou
- Department of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, UK
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Stogiannos N, Harvey-Lloyd JM, Brammer A, Cleaver K, McNulty JP, dos Reis CS, Nugent B, Simcock C, O'Regan T, Bowler D, Parveen S, Marais K, Pavlopoulou G, Papadopoulos C, Gaigg SB, Malamateniou C. Toward Autism-Friendly Magnetic Resonance Imaging: Exploring Autistic Individuals' Experiences of Magnetic Resonance Imaging Scans in the United Kingdom, a Cross-Sectional Survey. Autism Adulthood 2023; 5:248-262. [PMID: 37663444 PMCID: PMC10468562 DOI: 10.1089/aut.2022.0051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background Autistic individuals might undergo a magnetic resonance imaging (MRI) examination for clinical concerns or research. Increased sensory stimulation, lack of appropriate environmental adjustments, or lack of streamlined communication in the MRI suite may pose challenges to autistic patients and render MRI scans inaccessible. This study aimed at (i) exploring the MRI scan experiences of autistic adults in the United Kingdom; (ii) identifying barriers and enablers toward successful and safe MRI examinations; (iii) assessing autistic individuals' satisfaction with MRI service; and (iv) informing future recommendations for practice improvement. Methods We distributed an online survey to the autistic community on social media, using snowball sampling. Inclusion criteria were: being older than 16, have an autism diagnosis or self-diagnosis, self-reported capacity to consent, and having had an MRI scan in the United Kingdom. We used descriptive statistics for demographics, inferential statistics for group comparisons/correlations, and content analysis for qualitative data. Results We received 112 responses. A total of 29.6% of the respondents reported not being sent any information before the scan. Most participants (68%) confirmed that radiographers provided detailed information on the day of the examination, but only 17.1% reported that radiographers offered some reasonable environmental adjustments. Only 23.2% of them confirmed they disclosed their autistic identity when booking MRI scanning. We found that quality of communication, physical environment, patient emotions, staff training, and confounding societal factors impacted their MRI experiences. Autistic individuals rated their overall MRI experience as neutral and reported high levels of claustrophobia (44.8%). Conclusion This study highlighted a lack of effective communication and coordination of care, either between health care services or between patients and radiographers, and lack of reasonable adjustments as vital for more accessible and person-centered MRI scanning for autistic individuals. Enablers of successful scans included effective communication, adjusted MRI environment, scans tailored to individuals' needs/preferences, and well-trained staff.
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Affiliation(s)
- Nikolaos Stogiannos
- Division of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, United Kingdom
- University College Cork, Cork, Ireland
- Medical Imaging Department, Corfu General Hospital, Corfu, Greece
| | - Jane M. Harvey-Lloyd
- School of Health and Sports Sciences, University of Suffolk, Suffolk, United Kingdom
| | - Andrea Brammer
- Manchester University NHS Foundation Trust, Manchester, United Kingdom
| | - Karen Cleaver
- Faculty of Education, Health & Human Sciences, University of Greenwich, Greenwich, United Kingdom
| | | | - Cláudia Sá dos Reis
- School of Health Sciences, HESAV, University of Applied Sciences and Arts Western Switzerland (HES-SO), Lausanne, Switzerland
| | - Barbara Nugent
- Division of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, United Kingdom
- MRI Safety MattersLondon, United Kingdom. Organisation, London, United Kingdom
| | - Clare Simcock
- Great Ormond Street Hospital for Children NHS Foundation Trust, London, United Kingdom
| | - Tracy O'Regan
- The Society and College of Radiographers, London, United Kingdom
| | - Dermot Bowler
- Autism Research Group, Department of Psychology, City, University of London, London, United Kingdom
| | - Sophia Parveen
- Community Involvement, City, University of London, London, United Kingdom
| | - Keith Marais
- Community Involvement, City, University of London, London, United Kingdom
| | - Georgia Pavlopoulou
- Anna Freud National Centre for Children and Families, London, United Kingdom
- Department of Psychology and Human Development, UCL Institute of Education Group for Research in Relationships in NeuroDiversity–GRRAND, London, United Kingdom
| | - Chris Papadopoulos
- Institute for Health Research, University of Bedfordshire, Luton, United Kingdom
| | - Sebastian B. Gaigg
- Autism Research Group, Department of Psychology, City, University of London, London, United Kingdom
| | - Christina Malamateniou
- Division of Midwifery & Radiography, School of Health and Psychological Sciences, City, University of London, London, United Kingdom
- School of Health Sciences, HESAV, Lausanne, Switzerland
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Natri HM, Abubakare O, Asasumasu K, Basargekar A, Beaud F, Botha M, Bottema-Beutel K, Brea MR, Brown LXZ, Burr DA, Cobbaert L, Dabbs C, Denome D, Rosa SDR, Doherty M, Edwards B, Edwards C, Liszk SE, Elise F, Fletcher-Watson S, Flower RL, Fuller S, Gassner D, Onaiwu MG, Good J, Grant A, Haddix VL, Heraty S, Hundt A, Kapp SK, Keates N, Kulshan T, Lampi AJ, Latimer O, Leadbitter K, Tidd JL, Manalili M, Martin M, Millichamp A, Morton H, Nair V, Pavlopoulou G, Pearson A, Pellicano L, Porter H, Poulsen R, Robertson ZS, Rodriguez K, Roux A, Russell M, Ryan J, Sasson N, Grier HS, Somerville M, Sorensen C, Stockwell KM, Szymanski T, Thompson-Hodgetts S, van Driel M, VanUitert V, Waldock K, Walker N, Watts C, Williams Z, Woods R, Yu B, Zadow M, Zimmerman J, Zisk AH. Anti-ableist language is fully compatible with high-quality autism research: Response to Singer et al. (2023). Autism Res 2023; 16:673-676. [PMID: 37087601 DOI: 10.1002/aur.2928] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 03/11/2023] [Indexed: 04/24/2023]
Affiliation(s)
- Heini M Natri
- The Translational Genomics Research Institute, Phoenix, Arizona, USA
| | | | | | | | - Flavien Beaud
- University of Idaho Moscow, Moscow, Idaho, USA
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | | | | | | | | | | | | | | | | | | | | | - Chris Edwards
- Aspect Research Centre for Autism Practice, Frenchs Forest, New South Wales, Australia
| | - Síle Ekaterin Liszk
- OK Chapter of the National Federation of the Blind, Oklahoma City, Oklahoma, USA
| | | | | | | | | | - Dena Gassner
- Adelphi University, Garden City, New York, USA
- Towson University, Towson, Maryland, USA
| | | | - Judith Good
- University of Amsterdam, Amsterdam, Netherlands
| | | | - Vicki L Haddix
- University of Memphis, Memphis, Tennessee, United States
| | | | | | | | | | | | | | | | | | | | - Marie Manalili
- University College London, London, UK
- University of London, London, UK
| | | | | | - Hannah Morton
- Oregon Health and Science University, Portland, Oregon, USA
| | | | | | | | | | | | - Rebecca Poulsen
- Macquarie University, Macquarie Park, New South Wales, Australia
| | | | - Kayla Rodriguez
- Autistic Women and Nonbinary Network, Lincoln, Nebraska, USA
| | - Anne Roux
- Drexel University, Philadelphia, Pennsylvania, USA
| | - Mary Russell
- Cabarrus Family Medicine, Atrium Health, Charlotte, North Carolina, USA
| | - Jackie Ryan
- University of Alberta, Edmonton, Alberta, Canada
| | - Noah Sasson
- The University of Texas at Dallas, Dallas, Texas, USA
| | | | | | - Cole Sorensen
- Minnesota Disability Support Alternatives, Plymouth, Minnesota, USA
| | | | | | | | | | | | | | - Nick Walker
- California Institute of Integral Studies, San Francisco, California, USA
| | | | - Zachary Williams
- Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | | | - Betty Yu
- San Francisco State University, San Francisco, California, USA
| | - Meghan Zadow
- University of Adelaide, Adelaide, South Australia, Australia
| | - Jordyn Zimmerman
- CommunicationFIRST, Washington DC, USA
- The Nora Project, Highland Park, Illinois, USA
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Pavlopoulou G, Burns C, Cleghorn R, Skyrla T, Avnon J. "I often have to explain to school staff what she needs". School experiences of non-autistic siblings growing up with an autistic brother or sister. Res Dev Disabil 2022; 129:104323. [PMID: 35988460 DOI: 10.1016/j.ridd.2022.104323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 07/27/2022] [Accepted: 08/03/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Recent autism research has evidenced a shift from psychological outcomes to contextualised approaches to understanding the varying needs of non autistic siblings of autistic children across different systems. Yet, there is limited research exploring the lived experiences of siblings in their school context. METHODS First, a group of school aged sibling advisors worked with the first author to codesign research aims, methods and dissemination practices around the topic of the school experiences of siblings who grow up with an autistic brother or sister in the UK. Then, 28 school-aged siblings of autistic children completed adapted photo-elicitation interviews, to discuss their school experiences. A background questionnaire was also administered to their parents and carers. RESULTS Thematic analysis was employed. The master themes included: (i) Impact of home experiences in schoolwork, including limited personal time and sleep disruptions (ii) Siblings' school interactions impact on overall school experience, including a wide range of both typical and difficult experiences such as school day disruptions, (iii) Varied perceived levels of support and understanding, including emotional and/or educational support by family members and a sense of connectedness with peers and teachers who are autistic themselves or connected to someone with a diagnosis of autism. IMPLICATIONS The results underline the ways home experiences can have an impact on school life of siblings, the positive contribution of the autistic school staff and/or staff who have an autistic family member and the need for an organisational culture of inclusivity and widespread acceptance and awareness around issues of neurodiversity. Our findings suggest several implications for school psychologists in core functions of the educational psychologists' role including training, consultation, assessment, and whole school support. DATA AVAILABILITY STATEMENT The datasets generated for this study are not readily available because they include sensitive data (photos of siblings' houses, family members, personal objects, and school timetables). Requests to access the datasets should be directed to corresponding author.
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Affiliation(s)
- Georgia Pavlopoulou
- Anna Freud National Centre for Children and Families, London N1 9JH, UK; UCL Institute of Education, Group for Research in Relationships and Neurodiversity-GRRAND, Department of Psychology and Human Development, London WC1H 0AA, UK.
| | - Clare Burns
- UCL Institute of Education, Group for Research in Relationships and Neurodiversity-GRRAND, Department of Psychology and Human Development, London WC1H 0AA, UK
| | - Rosie Cleghorn
- UCL Institute of Education, Group for Research in Relationships and Neurodiversity-GRRAND, Department of Psychology and Human Development, London WC1H 0AA, UK
| | - Theodora Skyrla
- UCL Institute of Education, Group for Research in Relationships and Neurodiversity-GRRAND, Department of Psychology and Human Development, London WC1H 0AA, UK
| | - Julia Avnon
- Anna Freud National Centre for Children and Families, London N1 9JH, UK
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Pavlopoulou G, Usher C, Pearson A. 'I can actually do it without any help or someone watching over me all the time and giving me constant instruction': Autistic adolescent boys' perspectives on engagement in online video gaming. Br J Dev Psychol 2022; 40:557-571. [PMID: 35633283 DOI: 10.1111/bjdp.12424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Accepted: 05/06/2022] [Indexed: 11/02/2022]
Abstract
Research into autistic adolescents' engagement in online gaming has so far focused on time spent gaming, or characterizing problematic gaming behaviour and has relied mostly on caregiver report. In the current study, we interviewed 12 autistic adolescent boys, asking about their perspectives on their engagement in online gaming, and their motivations. We analysed the interview data using thematic analysis and identified three key themes in the data, which focused on agency and a sense of belonging, emotion regulation, and acknowledgement of the differing perceptions that the young people and their caregivers had of gaming. Our findings show the need to include the viewpoints of autistic young people in research about their interests and well-being, and provide insights that can help caregivers and professionals to support autistic young people in flourishing.
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Affiliation(s)
- Georgia Pavlopoulou
- Group for Research in Relationships and NeuroDiversity-GRRAND, Department of Psychology and Human Development, Institute of Education, University College London, London, UK.,Anna Freud National Centre for Children and Families, London, UK
| | - Claire Usher
- Group for Research in Relationships and NeuroDiversity-GRRAND, Department of Psychology and Human Development, Institute of Education, University College London, London, UK
| | - Amy Pearson
- School of Psychology, Faculty of Health and Wellbeing, University of Sunderland, Sunderland, UK
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8
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Lois Mosquera M, Mandy W, Pavlopoulou G, Dimitriou D. Autistic adults' personal experiences of navigating a social world prior to and during Covid-19 lockdown in Spain. Res Dev Disabil 2021; 117:104057. [PMID: 34371305 PMCID: PMC8413264 DOI: 10.1016/j.ridd.2021.104057] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 07/15/2021] [Accepted: 08/01/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND The SARS-CoV-2 coronavirus pandemic brought significant movement restrictions and national lockdowns. These drastic changes impacted routines, social life and support networks for the autistic community. AIMS This study investigated the lived experiences of autistic adults with social expectations before and during the first Covid-19 lockdown in Spain. METHODS A qualitative Reflexive Thematic Analysis was applied to 10 Photo Elicitation Interviews using images provided by five autistic adults. Interviews were conducted at two time points, before the pandemic and during the first lockdown. FINDINGS Three themes before the pandemic were identified: (1) everyday interactions, (2) finding sense of belonging, and (3) fractured wellbeing, which revealed the participants' eagerness to fit in socially whilst experiencing rejection, weakening their mental health. During the first Covid-19 lockdown, two master themes were identified: (1) daily, positive experiences, and (2) surfacing failures, which emphasised an increased lived stigma as well as an ineffective autism support network, contributing to a heightened anxiety. CONCLUSIONS The current study provides further support to the recent findings highlighting lack of appropriate mental health support for the autistic communities during the pandemic, across the world. Future research should aim to provide more data on the experiences and needs of autistic communities when sudden societal changes are imposed.
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Affiliation(s)
- Miguel Lois Mosquera
- Sleep Education and Research Laboratory (SERL), UCL Institute of Education, London, UK.
| | - William Mandy
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Georgia Pavlopoulou
- UCL Institute of Education, Department of Psychology and Human Development, London, UK; Anna Freud National Centre for Children and Families, London, UK
| | - Dagmara Dimitriou
- Sleep Education and Research Laboratory (SERL), UCL Institute of Education, London, UK
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Pavlopoulou G. Corrigendum: A Good Night's Sleep: Learning About Sleep From Autistic Adolescents' Personal Accounts. Front Psychol 2021; 12:657385. [PMID: 33897566 PMCID: PMC8058704 DOI: 10.3389/fpsyg.2021.657385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 01/25/2021] [Indexed: 12/03/2022] Open
Affiliation(s)
- Georgia Pavlopoulou
- Department of Psychology and Human Development, Institute of Education, University College London, London, United Kingdom.,Anna Freud National Centre for Children and Families, London, United Kingdom
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10
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Abstract
Background Sleep is a strong predictor of quality of life and has been related to cognitive and behavioral functioning. However, research has shown that most autistic people experience sleep problems throughout their life. The most common sleep problems include sleep onset delay, frequent night-time wakings and shorter total sleep time. Despite the importance of sleep on many domains, it is still unclear from first-hand accounts what helps autistic people to sleep. The purpose of this study is to explore together with autistic adolescents their sleep-related practices before bedtime and during the day which contribute to a good night’s sleep. Methods Fifty-four autistic adolescents collaborated with an academic researcher in a novel adapted photo-elicitation methodology, rooted in a Lifeworld framework. The adolescents were invited to collect and analyze their data. The data were also presented in a community knowledge exchange event. Results Several self-reported practices that facilitate better nocturnal sleep were identified. Those were organized into two thematics: Evening/bedtime factors and Day time factors. These included practices such as personalized sensory and relaxation tools before bed and during night-time, engaging in a range of physical activities during daytime and accommodating personal time to engage with highly preferred and intense focus activities and hobbies. It also included spending time in predictable and fun ways with family members before bedtime. Conclusion This is the first time that a study uses a novel methodological approach based on personal accounts elicited by photos rooted in a Lifeworld framework to describe personal sleep-related practices before bedtime and during the day to identify a “good night of sleep” in autistic adolescents. The outcomes from the current study showed that sleep facilitating factors are in a direct contrast to the sleep hygiene recommendations. Therefore, it is thus important for the sleep practitioners and healthcare providers to move beyond providing standardized sleep hygiene interventions. A Lifeworld led care model that pays attention to personal experiences, promotes sense of agency, evaluates both autism-specific strengths and struggles could and should complement biomedical approaches. Lay Summary This is the first study to examine autistic adolescents’ self-reported sleep habits and factors which facilitate autistic adolescents’ sleep by employing adapted photo-elicitation interviews. This study is innovative in at least three ways. First, it examines the factors that may facilitate a good night’s sleep through personal accounts of autistic adolescents. Second, this is the first sleep study to adopt a collaborative, flexible approach to understanding positive sleep factors in the lives of autistic adolescents. This study employed a personalized approach into collecting, categorizing, coding, and analyzing qualitative data allowing autistic adolescents and the researcher to work together across key stages of data collection and data analysis. Third, we adopted a theoretical framework that allows us to consider autistic adolescents in both agency and vulnerability positions when it comes to their sleep difficulties. Our results highlight that sleep should be treated individually and in relation to the environmental and personal factors that affect each autistic person. Hence, researchers and professionals may benefit from working collaboratively with autistic adolescents with the aim to identify individual strengths and adopt a positive narrative around sleep. Furthermore, it is important to further examine both the daytime and evening factors that may affect bedtime and the quality and quantity of sleep as well as the role of intense focused interests and physical activities that cultivate positive feelings and help autistic people to relax before bedtime.
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Affiliation(s)
- Georgia Pavlopoulou
- Department of Psychology and Human Development, Institute of Education, University College London, London, United Kingdom.,Anna Freud National Centre for Children and Families, London, United Kingdom
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Pavlopoulou G, Dimitriou D. In their own words, in their own photos: Adolescent females' siblinghood experiences, needs and perspectives growing up with a preverbal autistic brother or sister. Res Dev Disabil 2020; 97:103556. [PMID: 31877473 DOI: 10.1016/j.ridd.2019.103556] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2019] [Revised: 12/05/2019] [Accepted: 12/11/2019] [Indexed: 06/10/2023]
Abstract
Thus far very little research has focused on siblings in early adolescent years growing up with an autistic sibling. Adopting a community-based participatory research (CBPR) approach, 11 typically developing sisters actively collaborated in the study to collect and analyse data as well as disseminate their experiences, needs and perspectives in their local communities. This is the first study to use a modified Photovoice methodology which provided typically developing sisters an active participatory role. The results highlighted the feelings, needs and thoughts the sisters expressed in their role as siblings, friends, but also as students and citizens with a passion for advocacy, and limited support in the community due to unhelpful attitudes of members of their community towards autism. The findings indicated that the current method used can successfully co-generate research findings with family members by ensuring pathways for engaging local community. This is crucial in shifting the balance between vulnerability and resilience in families raising an autistic child. Furthermore, when knowledge about the lived experience is drawn directly from the perspective of the actual people (siblings) involved in the phenomenon (siblinghood and autism), a more appropriate, responsive and need-fulfilling strategy of supportive and proactive support systems can be initiated.
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Affiliation(s)
- Georgia Pavlopoulou
- Department of Psychology and Human Development, Institute of Education, University College London, United Kingdom.
| | - Dagmara Dimitriou
- Department of Psychology and Human Development, Institute of Education, University College London, United Kingdom
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Dimitriou D, Pavlopoulou G. Autistic teens personal accounts about their sleep problems and daytime anxiety. Sleep Med 2019. [DOI: 10.1016/j.sleep.2019.11.253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Pavlopoulou G, Dimitriou D. 'I don't live with autism; I live with my sister'. Sisters' accounts on growing up with their preverbal autistic siblings. Res Dev Disabil 2019; 88:1-15. [PMID: 30802802 DOI: 10.1016/j.ridd.2019.01.013] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 11/30/2018] [Accepted: 01/30/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The experiences of siblings in early adolescent years who grow up with an autistic brother or sister have received very little research interest, especially in terms of sisters' experiences. Hence our understanding of wellbeing opportunities and challenges in siblings' everyday life is inadequate and not reflected in the current clinical practices. METHODS Semi-structured interviews utilising an active, non-judgemental and curious stance to explore how sisters make sense of their everyday experiences (inspired by the notion of mentalizing) were conducted to capture important experiences of nine typically developing female siblings. RESULTS Interpretative Phenomenological Analysis (IPA) was employed. The master themes included: (i) sisters' interactions with their siblings- 'I don't live with autism, I live with my sister' (ii) sisters' interactions with their parents- 'Always there for us, but often asking too much', (iii) practical struggles of caring- 'Like a lonely fighter, tired but always on duty', (iv) perceived sisters' needs- 'I care about my brother and I want society to care about us'. DISCUSSION As experts of their own lived experience, sisters shed light on their day-to-day experiences. The themes derived from their experiences may help to draw attention to an appreciation of everyday life including planning for the parts that remain a struggle. This latter point is discussed in terms of implications and adoption of an existential view of wellbeing for future research and practice.
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Affiliation(s)
- Georgia Pavlopoulou
- University College London, Institute of Education, Department of Psychology and Human Development, LiLAS Lab, United Kingdom.
| | - Dagmara Dimitriou
- University College London, Institute of Education, Department of Psychology and Human Development, LiLAS Lab, United Kingdom
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Pavlopoulou G, Dimitriou D. Poor sleep in children with complex autism is linked to sleep disturbances of their adolescent sisters. Sleep Med 2017. [DOI: 10.1016/j.sleep.2017.11.743] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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