911
Views
20
CrossRef citations to date
0
Altmetric
Points of view article

‘I’m not the only person out there’: insider and outsider understandings of autism

, &
Pages 134-144 | Published online: 18 Nov 2013

References

  • Ariel C. N. and Naseef R. A.. 2005. Voices from the spectrum: parents, grandparents, siblings, people with autism, and professionals share their wisdom; London, Jessica Kingsley.
  • Bogdan R. C. and Biklen S. K.. 2003. Qualitative research for education: an introduction to theories and methods, 4th edn; New York, Pearson.
  • Campbell J. M.. 2006. Changing children’s attitudes toward autism: a process of persuasive communication, J. Dev. Phys. Disabil., 18, 251–272.
  • Cooley C. H.. 1956. Human nature and the social order; New York, Free Press.
  • Denzin N. K. and Lincoln Y. S.. 1994. Introduction: entering the field of qualitative research, in Handbook of qualitative research, (ed. Denzin N. K. and Lincoln Y. S.), 1–17; Thousand Oaks, CA, Sage Publications.
  • Dybwad G. and Bersani H.. 1996. New voices: self-advocacy by persons with disabilities; Cambridge, MA, Brookline Books.
  • Elliott R., Fischer C. T. and Rennie D. L.. 1999. Evolving guidelines for publication of qualitative research studies in psychology and related fields, Br. J. Clin. Psychol., 38, 215–229.
  • Flum H. and Kaplan A.. 2012. Identity formation in educational settings: a contextualized view of theory and research in practice, Contemp. Educ. Psychol., 37, 240–245.
  • Goffman E.. 1963. Stigma: notes on the management of spoiled identity; New York, Simon & Schuster Inc.
  • Hobson R. P.. (1993). The emotional origins of social understanding, Philos. Psychol., 6, (3), 227–249.
  • Huws J. C. and Jones R. S. P.. 2008. Diagnosis, disclosure, and having autism: an interpretative phenomenological analysis of the perceptions of young people with autism, J. Intell. Dev. Disabil., 33, 99–107.
  • Jones R. S. P., Quigney C. and Huws J.. 2003. First-hand accounts of sensory-perceptual experiences in autism: a qualitative analysis, J. Intell. Dev. Disabil., 28, 112–121.
  • Jones R. S. P. and Zahl A. and Huws J.. 2001. A qualitative analysis of first-hand accounts of emotional experiences in Autism, Disabil. Soc., 16, (3), 393–401.
  • Klein H. A.. 1995. Self-perception in late adolescence: an interactive perspective. Adolescence, 30, 579–591.
  • Lisser M. and Westbay J.. 2001. Making friends with aliens: Inclusion and collaborative autobiography, in Our journey through high functioning autism and Asperger syndrome: a roadmap, (ed. Andron L.), 133–175; Philadelphia, PA, Jessica Kingsley Publishers.
  • Losh M. and Capps L.. 2006. Understanding of emotional experience in autism: insights from the personal accounts of high-functioning children with autism, Dev. Psychol., 42, 809–818.
  • Luyckx K., Klimstra T. A., Duriez B., Schwartz S. J. and Vanhalst J.. 2012. Identity processes and coping strategies in college students: short-term longitudinal dynamics and the role of personality, J. Youth Adolesc., 41, 1226–1239.
  • Mathieson C. M.. 1999. Interviewing the ill and the healthy, in Qualitative health psychology, (ed. Murray M. and Chamberlain K.), 117–132; London, Sage.
  • Preece D. and Jordan R.. 2010. Obtaining the views of children and young people with autism spectrum disorders about their experience of daily life and social care support, Br. J. Learn. Disabil., 38, 10–20.
  • Russell J.. 1996. Agency: its role in mental development; Hove, Erlbaum (Taylor & Francis).
  • Schutz A.. 1971. The stranger: an essay in social psychology, in School and society, (ed. Cosin B. R. .), 91–105; London, Routledge and Kegan Paul.
  • Smith J. A., Flowers P. and Larkin M.. 2009. Interpretative phenomenological analysis: theory, method and research; London, Sage.
  • Smith J. A. and Osborn M.. 2004. Interpretative phenomenological analysis, in Doing social psychology, (ed. Breakwell G.), 229–254; Oxford, Blackwell.
  • Williams P. and Shoultz B.. 1982. We can speak for ourselves: self-advocacy by mentally handicapped people; Bloomington, IN, Indiana University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.