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Eodanable M, Rhodes S, Cebula K. "It's a learning curve throughout your entire life": Experiences and impact of FASD in adolescence explored in online photovoice research. Res Dev Disabil 2024; 146:104676. [PMID: 38295469 DOI: 10.1016/j.ridd.2024.104676] [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: 11/03/2023] [Revised: 01/11/2024] [Accepted: 01/16/2024] [Indexed: 02/02/2024]
Abstract
BACKGROUND Research into the lived experience and disability of Fetal Alcohol Spectrum Disorder (FASD) is sparse in adolescence, despite its relevance to supports and life outcomes. AIMS The study explored adolescents' lived experiences of FASD and access to support across home, school, and community. METHODS AND PROCEDURES An online photovoice study was undertaken with eight young people (age 12-19, in education), integrating an Interpretative Phenomenological Analysis (IPA) approach. The research process comprised two individual interviews, group training, individual photo-taking, and group sessions for photo analysis/ dissemination. OUTCOMES AND RESULTS Participant-led analysis of their photos identified how activities at home and in the community had functions of relaxation, sensory gratification, and enabled concentration. Researcher-led analysis found that young people identified with the disability of FASD through experiences at home and school. While they acknowledged the value of support and relationships, education was not always an inclusive experience. CONCLUSIONS AND IMPLICATIONS Participatory online research allowed insight into the impact of FASD as a disability and underlines a consistent need for support in adolescence and the transition into adulthood. Young people with FASD require explicit support to develop their advocacy skills to improve educational outcomes.
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Affiliation(s)
- Miranda Eodanable
- Moray House School of Education and Sport, University of Edinburgh, UK
| | - Sinead Rhodes
- Clinical Brain Sciences, University of Edinburgh, UK
| | - Katie Cebula
- Moray House School of Education and Sport, University of Edinburgh, UK.
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Crompton CJ, Hallett S, Axbey H, McAuliffe C, Cebula K. 'Someone like-minded in a big place': Autistic young adults' attitudes towards autistic peer support in mainstream education. Autism 2023; 27:76-91. [PMID: 35249357 PMCID: PMC9806484 DOI: 10.1177/13623613221081189] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
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.
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Affiliation(s)
- Catherine J Crompton
- University of Edinburgh, UK,Catherine J Crompton, The Centre for
Clinical Brain Sciences, University of Edinburgh, Kennedy Tower, Royal Edinburgh
Hospital, Morningside Terrace, Edinburgh EH10 5HF, UK.
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Stanford CE, Hastings RP, Riby DM, Archer HJ, Page SE, Cebula K. Psychological distress and positive gain in mothers of children with autism, with or without other children with neurodevelopmental disorders. Int J Dev Disabil 2020; 68:479-484. [PMID: 35937166 PMCID: PMC9351565 DOI: 10.1080/20473869.2020.1812347] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2019] [Revised: 03/18/2020] [Accepted: 03/18/2020] [Indexed: 06/15/2023]
Abstract
Although a wealth of literature has focused on the parenting experiences of mothers of children with autism spectrum disorder (ASD), there is a lack of research about mothers who are parenting a child with ASD, and who have other children with neurodevelopmental disorders. In this matched-comparison study, 10 mothers of a child with ASD and other typically developing children (ASD-TD) were compared to 10 mothers of a child with ASD who also had other children with neurodevelopmental disorders (ASD-NDD). Mothers completed self-report measures of mental health and positive gain. Results indicated no significant between-group differences for mental health, although mothers in the ASD-NDD group reported increased positive gain compared to mothers in the ASD-TD group. Further research is needed to understand practical support needs and theory development.
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Affiliation(s)
- Catherine E. Stanford
- Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK
| | - Richard P. Hastings
- Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK
| | | | - Heather J. Archer
- Cumbria, Northumberland Tyne and Wear NHS Foundation Trust, Newcastle upon Tyne, UK
| | - Sarah E. Page
- County Durham and Darlington NHS Foundation Trust, Darlington, UK
| | - Katie Cebula
- Institute for Education, Community and Society, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK
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Cebula K, Kovshoff H. Editorial - Understanding sibling relationships in developmental disabilities. Res Dev Disabil 2020; 99:103607. [PMID: 32078913 DOI: 10.1016/j.ridd.2020.103607] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Katie Cebula
- School of Education and Sport, University of Edinburgh, United Kingdom.
| | - Hanna Kovshoff
- School of Psychology, University of Southampton, United Kingdom
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Cebula K, Gillooly A, Coulthard LK, Riby DM, Hastings RP. Siblings of children with Williams syndrome: Correlates of psychosocial adjustment and sibling relationship quality. Res Dev Disabil 2019; 94:103496. [PMID: 31550673 DOI: 10.1016/j.ridd.2019.103496] [Citation(s) in RCA: 10] [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: 12/07/2018] [Revised: 08/26/2019] [Accepted: 09/04/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Previous research has examined adjustment in parents of children with Williams syndrome (WS), but little is known about sibling outcomes. AIMS To explore sibling adjustment and relationship quality, and their demographic, psychological and behavioural phenotypic correlates from the perspective of caregivers and siblings in families of children with WS. METHODS AND PROCEDURES Forty-one caregivers of children with WS participated in this questionnaire study on the adjustment and relationship quality of the siblings. In 31 of these families, self-report data were also provided by the siblings themselves. Data were also gathered on potential correlates, including anxiety and social functioning in the child with WS, caregiver mental health, and sibling social support. OUTCOMES AND RESULTS Sibling adjustment was similar to population norms, though significantly increased caregiver-reported emotional difficulties were found. Siblings reported greater behavioural, emotional and relationship difficulties than caregivers perceived them to have. Some significant associations were found between the behaviour of the child with WS, sibling behaviour problems and sibling relationship quality. CONCLUSIONS AND IMPLICATIONS A picture of relatively positive sibling adjustment and relationships emerged, but findings of individual differences and some emotional difficulties emphasise the need for an individualised approach to support in families of children with WS.
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Affiliation(s)
- Katie Cebula
- Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK.
| | - Amanda Gillooly
- Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK
| | | | | | - Richard P Hastings
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK; Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Melbourne, VIC, Australia
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Tsai HWJ, Cebula K, Liang SH, Fletcher-Watson S. Siblings' experiences of growing up with children with autism in Taiwan and the United Kingdom. Res Dev Disabil 2018; 83:206-216. [PMID: 30248583 DOI: 10.1016/j.ridd.2018.09.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [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: 06/11/2018] [Revised: 08/28/2018] [Accepted: 09/04/2018] [Indexed: 05/26/2023]
Abstract
BACKGROUND A child's diagnosis of autism impacts their whole family, in both positive and negative ways, that may be influenced by cultural beliefs. AIMS We aimed to describe the experiences of mothers and typically-developing siblings of children with autism in two cultural contexts. METHODS Fourteen mother-sibling dyads from Taiwan and the UK participated in semi-structured interviews. RESULTS Whilst there were similarities in sibling experiences, a negative tone regarding the influence of autism was more evident in Taiwan, where families also cited societal judgement and cultural-specific expectations. In the UK, a more balanced tone was apparent: mothers emphasised educating and involving the siblings. It is speculated that UK siblings had a greater understanding of their parents' stress, leading to more adaptive family dynamics. Various types of support service were mentioned in the UK, whereas the availability of social services and support appeared to be relatively limited in Taiwan. IMPLICATIONS Our data suggest that cultural context may have a significant impact on the responses of the family members. This is mediated by both differences in attitudes and traditions, and availability of resources. Support for family members needs to be sensitive to such cultural differences, as well as recognising positive experiences.
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Affiliation(s)
- Hsiao-Wei Joy Tsai
- Moray House School of Education, The University of Edinburgh, St John's Land, Holyrood Rd, Edinburgh, EH8 8AQ, UK.
| | - Katie Cebula
- Moray House School of Education, The University of Edinburgh, St John's Land, Holyrood Rd, Edinburgh, EH8 8AQ, UK
| | - S H Liang
- Department of Medicine, Chang Gung University, Taoyuan, Taiwan, ROC; Department of Child Psychiatry, Chang Gung Memorial Hospital at Taoyuan, Taoyuan, Taiwan, ROC
| | - Sue Fletcher-Watson
- The Patrick Wild Centre, Centre for Clinical Brain Sciences, The University of Edinburgh, Kennedy Tower, Edinburgh EH10 5HF, UK
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Tsai HWJ, Cebula K, Fletcher-Watson S. The Role of the Broader Autism Phenotype and Environmental Stressors in the Adjustment of Siblings of Children with Autism Spectrum Disorders in Taiwan and the United Kingdom. J Autism Dev Disord 2018; 47:2363-2377. [PMID: 28502037 PMCID: PMC5509828 DOI: 10.1007/s10803-017-3134-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
The influence of the broader autism phenotype (BAP) on the adjustment of siblings of children with autism has previously been researched mainly in Western cultures. The present research evaluated a diathesis-stress model of sibling adjustment using a questionnaire study including 80 and 75 mother-typically developing sibling dyads in Taiwan and the United Kingdom (UK). UK siblings reported elevated adjustment difficulties compared to the Taiwanese sample and to normative data. Whilst higher BAP levels were generally associated with greater adjustment difficulties, differences were found across cultures and respondents. Although significant diathesis-stress interactions were found, these were in the opposite direction from those predicted by the model, and differed across cultural settings. Implications for culturally-sensitive sibling support are considered.
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Affiliation(s)
- Hsiao-Wei Joy Tsai
- Moray House School of Education, St John's Land, The University of Edinburgh, Holyrood Rd, Edinburgh, EH8 8AQ, UK.
| | - Katie Cebula
- Moray House School of Education, St John's Land, The University of Edinburgh, Holyrood Rd, Edinburgh, EH8 8AQ, UK
| | - Sue Fletcher-Watson
- The Patrick Wild Centre, Centre for Clinical Brain Sciences, The University of Edinburgh, Kennedy Tower, Edinburgh, EH10 5HF, UK
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Abstract
Purpose of Review A range of interacting factors/mechanisms at the individual, family, and wider systems levels influences siblings living in families where one sibling has autism. We introduce the Sibling Embedded Systems Framework which aims to contextualise siblings’ experience and characterise the multiple and interacting factors influencing family and, in particular, sibling outcomes. Recent Findings Findings from studies that have reported outcomes for siblings of children with autism are equivocal, ranging from negative impact, no difference, to positive experience. This is likely due to the complex nature of understanding the sibling experience. We focus on particular elements of the framework and review recent novel literature to help guide future directions for research and practice including the influence of culture, methodological considerations, and wider participatory methods. Summary The Siblings Embedded System Framework can be used to understand interactive factors that affect sibling adjustment and to develop clinically, educationally and empirically based work that aims to enhance and support sibling adjustment, relationships, and well-being in families of children with autism.
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Affiliation(s)
- Hanna Kovshoff
- Centre for Innovation in Mental Health, Developmental Lab, Department of Psychology, University of Southampton, Southampton, S017 1BJ UK
| | - Katie Cebula
- Institute for Education, Community & Society, Moray House School of Education, The University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ UK
| | - Hsiao-Wei Joy Tsai
- Institute for Education, Community & Society, Moray House School of Education, The University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ UK
| | - Richard P Hastings
- Centre for Educational, Development, Appraisal and Research (CEDAR), Phd, Faculty of Social Sciences, University of Warwick, Coventry, CV4 7AL UK
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