Using Photographs to Explore Self-Understanding in Adolescent Boys with an Autism Spectrum Condition

Autor/inn/en	King, Mary C.; Williams, Emma I.; Gleeson, Kate
Titel	Using Photographs to Explore Self-Understanding in Adolescent Boys with an Autism Spectrum Condition
Quelle	In: Journal of Intellectual & Developmental Disability, 44 (2019) 2, S.232-243 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2017.1326586
Schlagwörter	Photography; Adolescents; Males; Autism; Pervasive Developmental Disorders; Parent Child Relationship; Self Concept; Phenomenology; Asperger Syndrome; Foreign Countries; Interpersonal Relationship; Special Needs Students; Special Schools; Individual Development; United Kingdom + Suchen Sie Ihr Suchwort? Fotografie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Autismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Selbstkonzept; Phenomenological psychology; Phänomenologie; Psychologie; Asperger-Syndrom; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sonderpädagogischer Förderbedarf; Special school; Sonderschule; Individuelle Entwicklung; Großbritannien
Abstract	Background: Research evidence suggests that self-understanding is likely to be limited in individuals with autism. Method: Photo-elicitation interview was used to explore self-understanding in five adolescent boys diagnosed with an autism spectrum condition. Results: An interpretative phenomenological analysis yielded three superordinate themes--self in action, self extended in time and self in relation to others. These themes captured how participants understood themselves in terms of their actions and abilities, in the context of their past and future and in relation to others. Implications: The findings suggested that self-understanding is informed by relationships with parents, self-other comparisons and by reflecting on past and future selves, as well as on activities engaged in. Photo-elicitation was effective in engaging participants with the research process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01