Julie Smith, DSc, OTR/L, is Early Intervention Lead, Oklahoma County, Family Health Services, Oklahoma State Department of Health, Oklahoma City, OK. At the time of the study, Smith was Doctoral Student, Rehabilitation Sciences Program, College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City.
Nicole Halliwell, DSc. OTR/L, is Assistant Professor, Occupational Therapy Department, Marjorie K. Unterberg School of Nursing and Health Sciences, Monmouth University, West Long Branch, NJ. At the time of the study, Halliwell was Doctoral Student, Rehabilitation Sciences Program, College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City;
Am J Occup Ther. 2023 Mar 1;77(2). doi: 10.5014/ajot.2023.050156.
Social participation (SP) is an important facilitator of positive mental health for children and families. Children are dependent on their families to mediate SP, yet families of children with autism spectrum disorder (C-ASD) seemingly limit SP because of behavioral and functional challenges in community environments. The resulting isolation can affect the child's and the family's mental health.
To distill the essence of everyday SP experiences in the community of families raising C-ASD.
Data collected via in-depth, semistructured interviews with a purposive sample and analyzed in the phenomenological tradition.
Community.
We recruited seven families with English-speaking parents (ages 18-64 yr) raising one C-ASD (age 2-8 yr). Families with more than one C-ASD or those whose C-ASD was diagnosed with complex medical condition or a neurological or genetic disorder were excluded.
The essence of experiences of SP emerged in the form of three themes depicting the mismatch between societal expectations for SP and families' experience: (1) "the struggle," (2) "it's hard to feel like you belong," and (3) what we "have to do."
As a collective, families expressed desire for everyday community SP and could do so only in select environments with core groups. The findings, as interpreted through the lens of mental health promotion, reveal opportunities to reduce barriers and to promote meaningful family SP so as to facilitate positive mental health and well-being through the transactional intersecting characteristics of the child with ASD, the family, and the community. What This Article Adds: This study illuminates the experience of SP of families raising a young C-ASD, highlighting both supports and barriers. Practitioners can use this information to potentially prevent isolation and promote both child and family mental health and well-being.
社会参与(SP)是促进儿童和家庭积极心理健康的重要因素。儿童依赖家庭来促进 SP,但患有自闭症谱系障碍(C-ASD)的儿童的家庭由于社区环境中的行为和功能挑战,似乎限制了 SP。由此产生的隔离会影响孩子和家庭的心理健康。
提炼出在养育 C-ASD 的家庭的社区中进行日常 SP 体验的本质。
通过对有目的样本进行深入的半结构化访谈收集数据,并按照现象学传统进行分析。
社区。
我们招募了七名有英语母语父母(年龄 18-64 岁)的家庭,其中有一名 C-ASD(年龄 2-8 岁)。排除了有多个 C-ASD 或其 C-ASD 被诊断为复杂的医疗状况或神经或遗传障碍的家庭。
SP 体验的本质以三个主题的形式出现,这些主题描绘了社会对 SP 的期望与家庭体验之间的不匹配:(1)“挣扎”,(2)“很难有归属感”,以及(3)“我们必须做的事情”。
作为一个集体,家庭表达了对日常社区 SP 的渴望,但只能在具有核心群体的特定环境中这样做。通过心理健康促进的视角来解释这些发现,揭示了减少障碍和促进有意义的家庭 SP 的机会,以通过 ASD 儿童、家庭和社区相互交叉的特征来促进积极的心理健康和幸福感。这篇文章增加了什么:这项研究阐明了养育年幼的 C-ASD 的家庭参与 SP 的体验,突出了支持和障碍。从业者可以利用这些信息来预防孤立,并促进儿童和家庭的心理健康和幸福感。