Yates L, Keville S, Ludlow A
Department of Psychology, Sport and Geography, University of Hertfordshire, Hatfield, UK.
Int J Dev Disabil. 2023 Feb 6;70(7):1207-1217. doi: 10.1080/20473869.2023.2170004. eCollection 2024.
The transition from primary to secondary school is a stressful period for autistic individuals. However, less is known about parental experiences of the school transition, and its impact on the family. This study explored mothers' perspectives on the psychological impact of the transition to secondary school for their autistic children and their families. Using Interpretative Phenomenological Analysis, semi-structured interviews were analysed to explore the experiences of eight mothers of autistic children at the end of their child's first year in secondary school. The analysis revealed two superordinate themes: lack of available support and detrimental psychological impact on the family. Mothers reported the negative impact the transition had on themselves, their child, and the wider family. The importance of pre- and ongoing transition support was highlighted to reduce the concerns of children and their parents throughout the transition process. The findings highlighted the need for autism-specific individualized guidance, as well as considering the potential for transition issues to impact on siblings.
从小学到中学的过渡对自闭症患者来说是一个压力很大的时期。然而，对于家长在孩子升学过程中的经历及其对家庭的影响，我们了解得较少。本研究探讨了母亲们对于自闭症孩子及其家庭向中学过渡所产生的心理影响的看法。采用解释现象学分析方法，对八名自闭症孩子在中学一年级末时其母亲的半结构化访谈进行了分析。分析揭示了两个上位主题：缺乏可用的支持以及对家庭产生的有害心理影响。母亲们报告了这种过渡对她们自己、孩子以及整个家庭所产生的负面影响。强调了入学前和持续的过渡支持对于在整个过渡过程中减轻孩子及其父母担忧的重要性。研究结果突出了针对自闭症的个性化指导的必要性，同时也需要考虑过渡问题对兄弟姐妹可能产生的影响。
