500. New York, Guildford Press. Magnuson, K. M., & Constantino, J. N. (2011). Characterization of depression in children with autism spectrum disorders. Journal of Developmental & Behavioral Pediatrics, 32, 332-340. Martin, P. (2012). Development of sense of self in adolescents with an Autistic Spectrum Disorder and relation of this to co-morbid anxiety and depression. Unpublished literature review submitted in partial completion of Doctorate in Clinical Psychology. University of Surrey. Mead, G. H. (1934). Mind, Self and Society. Chicago, IL, University of Chicago Press. Miell, D., & Ding, S. (2005). The early development of identity. In S. Ding, & K. Littleton (Eds), Children’s Personal and Social Development (pp 125-139). Milton Keynes: Blackwell Publishing Ltd in association with The Open University. Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification Strategies for Establishing Reliability and Validity in Qualitative Research. International Journal of Qualitative Methods, 1(2), 13-22. Nightingale, D. J., & Cromby, J., (Eds). (1999). Social Constructionist Psychology: A Critical Analysis of Theory and Practice (p. 4). Buckingham: The Open University Press. Perner, J., Frith, U., Leslie, A. M., & Leekham, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief and communication. Child Development, 60, 688-700. Phoenix, A. (2002). Identities and diversities. In D. Miell, A. Phoenix & K. Thomas (Eds), Mapping Psychology 1 (pp 43-104). Bath: The Bath Press.
(Humphrey, & Lewis, 2008), as well as being able to position and gain an emergent identity encompassing ASC as a positive aspect of the self (Humphrey, & Lewis, 2008; Bagatell, 2007). The emergent identity that encompasses an insight into the realities of ASC characteristics does appear to be one that is then difficult to integrate into socially accepted norms. Integration of the individual’s sense of self as being different to others appears to be extremely important. When this difference is thought of as problematic and not conforming to the social norms a great deal of anxiety and lack of self-worth are observed (Humphrey, & Lewis, 2008; Bagatell, 2007), whereas when an individual is able to recognise their difference as a difference and not deviant a more positive outcome may be observed. In conclusion, it appears that individuals with an ASC do form a of self in relation to their social environment but characteristics of ASC’s make negotiation of this complex in unpredictable social environments and with special consideration given to the observed social vulnerability in these individuals. There appears to be an inextricable link between the development of sense of self, risk of developing anxiety and depression in relation to this, and a potential for the two constructs to interplay to affect the experience of each for individuals with an ASC. The proposed research aims to explore the emotions surrounding making sense of the self for individuals with an ASC and to gain further understanding of what it means for those individuals whilst furthering the current research in this field. Research Question
1902). Through interactions, individuals adopt the perspectives of other people and become capable of reflecting on themselves (Mead, 1934). Individuals with an Autistic Spectrum Disorder (from here on in termed ASD, including Asperger’s syndrome unless specified) have diagnostic characteristics that leave them profoundly impaired in understanding minds (Baron-Cohen et al, 1985). Those with an ASD are commonly thought of as having a ‘theory of mind’ impairment and it is suggested that individuals with ASD’s are unable to infer the thoughts and feelings of others, as well as not being able to understand their own mental states (Perner et al, 1989). With this being viewed as a crucial ability in the formation of identity, building a sense of self for individuals with ASD’s may therefore be considered to be a complex process, with early detailing of ASD characteristics positioning those with an ASD as having an aloneness and inferred egocentrism (Kanner, 1943). There appears to be a paucity of literature pertaining to the development of a sense of self in individuals with ASD’s, but it is an emerging field, with recent research seeking the views of individuals with ASD’s and highlighting that social challenges have a large impact on adults with an ASD and their sense of self (Muller et al, 2008). Further comment from the field of disability studies has also implied that the pathologising of difference, through social construction of difference being negative, has the potential to create problems for individuals with ASD’s when attempting to form an identity (Molloy, & Vasil, 2002). The impact of not forming a coherent or positive sense of self has implications for individuals and society with respect to psychiatric symptoms. The literature reviewed will attempt to bring together
and difficulties?, in Lewis, A., & Norwich, B. (eds). Special Teaching for Special Children?, pp 1-14. Buckingham: Open University Press. Perner, J., Frith, U., Leslie, A. M., & Leekham, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief and communication. Child Development, 60, 688-700. Portway, S. M., & Johnson, B. (2005). Do you know I have Asperger syndrome? Risks of a non-obvious disability. Health, Risk & Society, 7, 73-83. Sebastian, C., Blakemore, S-J., & Charman, T. (2009). Reactions to ostracism in adolescents with autism spectrum conditions. Journal of Autism and Developmental Disorders, 39, 1122-1130. Sofronoff, K., Dark, E., & V. (2011). Social vulnerability and bullying in children with Asperger syndrome. Autism, 15, 355-372. Strang, J. F., Kenworthy, L., Danilos, P., Case, L., Wills, M. C., Martin, A., & Wallace, G. L. (2012). Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability. Research in Autism Spectrum Disorders, 6, 406-412. van Steensel, F. J. A., Bogals, S. M., & Perrin, S. (2011). Anxiety disorders in children and adolescents with autistic spectrum disorders: A meta-analysis. Clinical Child and Family Psychology Review, 14, 302-317. Williams, E. (2010). The impact of social context on inclusion, presentation given at conference entitled Inclusive education for Pupils with Autism Spectrum Disorders: Applications and Challenges, University of Portsmouth, 9th December.
Problem Based Learning – Reflective Account Problem Based Learning Reflective Account Research – Literature Review Development of of Self in Adolescents with an Autistic Spectrum Disorder and Relation of this to Co-morbid Anxiety and Depression: A review of the literature Adult – case report “Assessment, cognitive behavioural formulation and therapy with a man in his thirties presenting with severe depression and post-traumatic stress disorder” Adult – case report “Assessment, cognitive behavioural formulation and therapy with a male in his thirties presenting with obsessive compulsive disorder and a diagnosis of paranoid schizophrenia” Research – Qualitative Research Project Qualitative Research Group Report Multicultural Identity: Experience and Meaning Making Research – Major Research Project Proposal Exploring emotional processes surrounding making sense of self in adolescents diagnosed with a high-functioning autism spectrum condition Year II Assessments Programme Component title of assessment Research - SRRP N/A: Completed in Year 3 Research Research Methods and Statistics test Professional Issues Essay Is ‘recovery’ possible for carers? What would that look like? Critically review Slade’s recovery model (Rethink, 2009) in the light of research on carers’ experiences of caring Problem Based Learning – Reflective Account PBL Reflective Account Year 2 People with Learning Disabilities/Child and Family/Older People – Case Report “Assessment, cognitive behavioural formulation and therapy with an adolescent boy presenting with bulimia nervosa” Personal and Professional Learning Discussion Groups – Process Account PPLDG Process Account People with Learning Disabilities/Child and Family/Older People – Oral Presentation of Clinical Activity Implementing consultation clinics in a learning disability team Year III Assessments Programme Component assessment title Research - SRRP “Evaluation of service user experience of a specialist personality disorder service”
Research – MRP Portfolio A thematic analysis exploring social and emotional aspects of self-understanding in adolescents on the autism spectrum Personal and Professional Learning – Final Reflective Account On becoming a clinical psychologist: A retrospective, developmental, reflective account of the experience of training Child and Family/People with Learning Disabilities/ Older People/Specialist – Case Report Neuropsychological Assessment for Differential Diagnosis of Dementia