Exploring the experiences of typically developing siblings who have a brother or sister with Autism Spectrum Condition
Exploring the experiences of typically developing siblings who have a brother or sister with Autism Spectrum Condition
This thesis explores the experiences of typically developing siblings (TD-Sibs) who have grown up with a brother or sister with Autism Spectrum Condition (ASC). The first chapter presents a systematic review of the literature, using an Interactive Factors Framework (IFF) approach (a framework that is used to guide Educational Psychology practice), to consider TD-Sibs’ experiences from a holistic perspective. A total of 22 studies were identified from the systematic search process. The review highlights many inconsistencies in findings, and methodological limitations. Within the sampled research, the quantitative studies tended to focus on potential behavioural, social and emotional difficulties for TD-Sibs, however, there is currently insufficient, consistent evidence to conclude that TD-Sibs, as a group, will experience difficulties in these areas. Through eliciting sibling voice directly, qualitative studies revealed positive aspects for TDSibs, as well as, previously unconsidered challenges. The review identifies gaps in the research base and concludes with an IFF diagram to visually represent and synthesise the positive and challenging experiences from the 22 studies as a whole.
The empirical paper explores the views of young adult siblings, who have grown up with a brother or sister with ASC, to gain a greater understanding of their lived experience and how this may interact with their education. Semi-structured interviews were conducted with six participants (aged 19 to 21), and analysed using Interpretative Phenomenological Analysis (IPA). Five super-ordinate themes were identified: Striving to do well; Sense of responsibility; Self-Management; Voice and Acceptance. These exploratory findings identified some positive aspects of being a TD-Sib, however participants predominantly recounted a number of struggles and hidden challenges, which influenced some aspects of their educational experiences. Practical implications and avenues for future research are discussed.
University of Southampton
Underwood, Kirsty Marie
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September 2016
Underwood, Kirsty Marie
1c82577c-4062-4315-9287-0f8c2f73ef66
Johnson, George
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Norman, Klair
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Underwood, Kirsty Marie
(2016)
Exploring the experiences of typically developing siblings who have a brother or sister with Autism Spectrum Condition.
University of Southampton, Doctoral Thesis, 158pp.
Record type:
Thesis
(Doctoral)
Abstract
This thesis explores the experiences of typically developing siblings (TD-Sibs) who have grown up with a brother or sister with Autism Spectrum Condition (ASC). The first chapter presents a systematic review of the literature, using an Interactive Factors Framework (IFF) approach (a framework that is used to guide Educational Psychology practice), to consider TD-Sibs’ experiences from a holistic perspective. A total of 22 studies were identified from the systematic search process. The review highlights many inconsistencies in findings, and methodological limitations. Within the sampled research, the quantitative studies tended to focus on potential behavioural, social and emotional difficulties for TD-Sibs, however, there is currently insufficient, consistent evidence to conclude that TD-Sibs, as a group, will experience difficulties in these areas. Through eliciting sibling voice directly, qualitative studies revealed positive aspects for TDSibs, as well as, previously unconsidered challenges. The review identifies gaps in the research base and concludes with an IFF diagram to visually represent and synthesise the positive and challenging experiences from the 22 studies as a whole.
The empirical paper explores the views of young adult siblings, who have grown up with a brother or sister with ASC, to gain a greater understanding of their lived experience and how this may interact with their education. Semi-structured interviews were conducted with six participants (aged 19 to 21), and analysed using Interpretative Phenomenological Analysis (IPA). Five super-ordinate themes were identified: Striving to do well; Sense of responsibility; Self-Management; Voice and Acceptance. These exploratory findings identified some positive aspects of being a TD-Sib, however participants predominantly recounted a number of struggles and hidden challenges, which influenced some aspects of their educational experiences. Practical implications and avenues for future research are discussed.
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Kirsty Underwood Thesis FINAL
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Published date: September 2016
Organisations:
University of Southampton, Psychology
Identifiers
Local EPrints ID: 411242
URI: http://eprints.soton.ac.uk/id/eprint/411242
PURE UUID: 892ff38b-a4ef-4db0-9820-522f27d8dd26
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Date deposited: 15 Jun 2017 16:32
Last modified: 16 Mar 2024 05:11
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Contributors
Author:
Kirsty Marie Underwood
Thesis advisor:
George Johnson
Thesis advisor:
Klair Norman
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