‘An Association for All’—Notions of the Meaning of Autistic Self‐Advocacy Politics within a Parent‐Dominated Autistic Movement

In this paper, we seek to explore the tensions between advocacy and self advocacy autistic movements in a Swedish context with a special focus on the meanings that enable the production of particular understandings of autism and the autistic subject. Drawing on articles written for the Swedish advocacy magazine Empowerment written for and by people with autism, the discourse analysis explores two competing discourses: a reformist and a radical. The reformist discourse underlines a goal of (political) representation expressed in Empowerment. It may be understood as an important part of producing a legitimate autistic political subject–positioned as a full member, with a full membership–within a parent‐dominated autistic advocacy movement. The reformist discourse can be viewed as a result of a negotiation, where full membership is conditioned on the parents' terms and granted on specific terms. These include working together (neuro‐inclusively), advocacy based on interest rather than identity/position as a specific target/member group, agreement upon a definition of autism as a disability (a deficit) a person has rather than an identity. In relation to this, an alternative legitimate autistic subject is produced through invoking the counter‐hegemonic radical discourse. Such a narrative produces the ‘Asperger’ or ‘Aspie’. Here, the ‘full membership’ refers to a sense of identification with sense of belonging to and being at home with other people with autism. It contains a certain amount of autistic solidarity within the group of adults with autism. Copyright © 2014 John Wiley & Sons, Ltd.     

Artistic Representation and The Psychoanalytical Process

Instead of using a psychological grid when reading literature, Freud recommended that we let the actual writer instruct us. The same applies to artists. Here I will be asking two questions: can one make a formal comparison between the painter's visual approach, and the analyst's psychic approach which leads him to form a particular interpretation? Can one compare the spectator's feelings when a painting imposes itself on him, with the analyst's feelings when confronted with the silence of the analysand? Out of these two questions another, more general one arises: what can the psychoanalytical approach to artistic representation bring to the understanding of the analytical process?     

Autism characteristics in children with fetal alcohol spectrum disorders

Background: Children with fetal alcohol spectrum disorders (FASD) exhibit difficulties in many cognitive and behavioral domains and also have high comorbidity with other disorders such as attention deficit/hyperactivity disorder (ADHD) and conduct disorder as well as autism. Although the FASD profile is shown to be distinct from ADHD and conduct disorder, far less is known about the commonalities with autism. The current study used a parent-rated questionnaire containing an autism subscale to explore the autistic-like features that children with FASD exhibit. Methods: Studied were 25 children with FASD (age: M = 10.3 years) and 17 normal controls (NCs; age: M = 10.2 years). As part of a larger study, all parents/caregivers completed the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008), which in addition to evaluating social skills and behavior problems globally, includes an Autism subscale. Results: Between-group comparisons showed the FASD group not only scored significantly lower in social skills and significantly higher in behavior problems than the NC group but children with FASD also scored significantly higher on the Autism subscale. Item analysis revealed they showed the most difficulty in terms of social and communicative functioning and the least in repetitive and restrictive behaviors. Conclusion: Current findings signify that FASD and autism share similarities with regard to social and communicative functioning. These findings, which further our knowledge of the FASD phenotype, may be useful in specifying the particular interventions these children need.     

Doing advocacy from a feminist standpoint

Abstract

Feminist Standpoint theory contends that all research is partial, located, and interested. It argues that research should start from the standpoint of the disadvantaged and work toward social change. Following a brief exploration of the perspective, this article explores some of the ways that feminists pursue advocacy. The article reviews two methodological approaches employed by Feminist Standpoint researchers: Community Action Research and Institutional Ethnography. Turning to examine the work of several feminist scholars who study religion, we see that there is no one way that they do advocacy. There is considerable variation in choice of subject (who feminists advocate for) and audience (who feminists advocate to), as well as in the forms that advocacy takes. Finally, the article suggests that for these scholars of religion, being an advocate is an important identity that they bring to their work.     

Structural Family Therapy and Autism Spectrum Disorder: Bridging the Disciplinary Divide

ABSTRACT

Applied Behavior Analysis (ABA) is an evidence-based practice approach for the treatment of individuals with autism. The systemic effects of autism suggest that family therapy would considerably enhance the treatment of individuals with autism. Marriage and family therapy (MFT) training does not routinely include exposure to autism beyond the associated diagnostic criteria. Structural Family Therapy (SFT) is a systemic model that is familiar to those trained in family therapy and appropriate for the needs of families affected by autism. Therefore, the authors have used SFT as a foundation for supervising MFT trainees working in an autism treatment setting.     

A Paradoxical Theology of Biology

Abstract

This article examines a sermon in which Desmond Tutu advocates for gay rights in light of his activism against apartheid in South Africa. In doing so it uncovers a paradoxical theology of biology that enables him to advocate universal notions of justice simultaneously with love for particular persons and bodies. This advocacy, however, is susceptible to the critiques of queer theorists and theologians who worry that liberationist frameworks unwittingly reinscribe injustices against a variety of queer persons. The article concludes by raising new questions to be asked about Desmond Tutu’s theology, and liberation theologies in general, about the potential of liberationist and prophetic frameworks for achieving social justice. It also raises questions for queer theology about the possibility and political efficacy of queering the act of preaching.     

Do children with autism recognise surprise? A research note

Abstract

We take a fresh look at emotion recognition in autistic children, by testing their recognition of three different emotions (happy, sad, and surprise). The interest in selecting these is that whereas the first two are typical “simple” emotions (caused by situations), the third is typically a “cognitive” emotion (caused by beliefs). Because subjects with autism have clear difficulties in understanding beliefs, we predicted they would show more difficulty in recognising surprise. In contrast, as they have no difficulty in understanding situations as causes of emotion, we predicted they would not show deficits in recognising happy and sad. These predictions were borne out, in a comparison with a group of normal children and in a group of subjects with mental handicap. This result shows the importance of fine-grain analysis in emotion-recognition tasks, and is discussed in relation to affective and theory of mind models of autism.     

Mental representation and learning: The influence of practice on the development of mental representation structure in complex action

ObjectivesRecent research has elicited distinct differences in mental representations between athletes of different skill levels. Such differences suggest that the structure of mental representations changes as a function of skill level. However, research examining how such mental representation structures develop over the course of learning is lacking. In the present study, we examine the effects of practice on the development of one's mental representation of a complex action during early skill acquisition.DesignFor this purpose, we created a controllable learning situation, using a repeated-measures design with a control group. More specifically, novice golfers were randomly assigned to either a practice group (n = 12) or a control group (n = 12). Both groups were tested before and after an acquisition phase of three days as well as after a three day retention interval.MethodsMental representation structures of the putt were recorded, employing the structural dimensional analysis of mental representation (SDA-M), which provides psychometric data on the structure and grouping of action concepts in long-term memory. In addition, outcome performance of the practice group was measured, using two-dimensional error scores of the putt.ResultsFindings revealed a significant improvement in task performance, as well as functional changes in the structure of the practice group's mental representation. In contrast, no functional adaptations were evident in the mental representation of the control group.ConclusionOur findings suggest that motor skill acquisition is associated with functional adaptations of action-related knowledge in long-term memory.     

Identification of the targeted performance dimensions and self-promotion in interviews: investigations of uncharted waters

ABSTRACT

Previous research on interviewees’ ability to identify criteria (ATIC) found that interview performance is positively related to the degree to which interviewees identify the targeted performance criteria in a selection interview. Similarly, the use of self-promotion as an impression management tactic is also positively related to interview performance. The present study extended this research and used multilevel analyses to investigate whether intraindividual variation concerning identification of the performance criteria and the use of self-promotion is related to within-person performance fluctuations across interview questions. Furthermore, we also tested whether correct identification of the performance dimensions moderates the effects of self-promotion behaviour on interview performance. In a simulated selection interview, we found that ATIC and self-promotion were indeed positively related to interview performance on the between-person level (i.e., for the entire interview). However, no moderator effect was found. Furthermore, on the within-person level interviewees’ performance was better concerning questions for which they were better at identifying the performance criteria but worse concerning questions for which they used more self-promotion. Thus, identification of the targeted dimensions and self-promotion have diverging effects on the level of specific interview questions. Finally, we discuss implications for research and practice.     

Do we image God on-line? The opportunities and challenges for authentic relationships in cyberspace

ABSTRACT

Genesis 1 states that we are created in the image of God. While Biblical scholars have taken a performative approach, viewing God's image in our actions, systematic theologians have viewed God's image in relational terms. Thus, the quality of our relationships is crucial, not only for the health of our day to day lives but for our very identity. What makes a relationship authentic? Karl Barth suggests four criteria: that we look the other in the eye, speak to and hear the other, aid the other, and do it gladly. We look ?rst at how our authentic relationships function to make God present among us and then use Barth's criteria to examine the quality of relationships that exist primarily in cyberspace. Social media, in particular, present unique opportunities and challenges for forming authentic relationships and raise fundamental questions about who we are and where God is found among us.     

Parent-child interaction and developmental outcomes in children with typical and elevated likelihood of autism

BackgroundEarly parent-child interactions have a critical impact on the developmental outcomes of the child. It has been reported that infants with a family history of autism and their parents may engage in different patterns of behaviours during interaction compared to those without a family history of autism. This study investigated the association of parent-child interactions with child developmental outcomes of those with typical and elevated likelihood of autism.MethodThis longitudinal study investigated the relationship between global attributes of parent-child interaction and the developmental outcomes of infant siblings with elevated likelihood (EL: n = 29) or typical likelihood (TL: n = 39) of developing autism. Parent-child interactions were recorded during a session of free-play when the infants were six months of age. Developmental assessments were carried out when the children were 12 and 24 months of age.ResultsThe intensity of mutuality was significantly higher in the TL group than in the EL group, and developmental outcomes were poorer in the EL group when compared to the TL group. Positive associations between parent-child interaction scores at six months and developmental outcomes at 12 months were observed only in the TL group. However, in the EL group, higher levels of infant positive affect and attentiveness paid to the caregiver is associated with lower autism symptoms. Due to the sample size and design of the study, the findings must be viewed as indicative.ConclusionThis preliminary investigation demonstrated differences in the association between parent-child interaction quality and developmental outcomes for children with typical and elevated likelihood for autism. Future studies should combine micro-analytic and macro-analytic approaches to parent-child interaction to further examine the nature of this relationship.     

Revolutionizing the Clinical Frame

Abstract

In this article, we discuss the role of individual and social advocacy as practices that promote resilience and enhance the ecological relationship between trauma survivors and their communities. Issues of access, comprehension, linguistic and social isolation, cultural disorientation and displacement, and feelings of powerlessness within governmental and non-governmental systems encompass common challenges that trauma survivors experience. We discuss two composite cases that explore what individual advocacy and social action entail, how these activities can change a victim's relationship with, inform and mobilize health-promoting competencies within the larger community that assist in the healing from trauma. Included in the article are guidelines and handouts intended to be useful for service providers who are interested in incorporating advocacy into their work settings.     

From the body: an exchange on scholarship and advocacy

Abstract

In this article, the authors draw from their own experiences working among religious congregations that minister to unauthorized immigrants in the new destinations in the U.S. to reflect on the relationship between scholarship and advocacy. They argue that because of the scholar's embodied condition, his/her location in networks of relations characterized by power differentials, scholarship will always involve a measure of advocacy, invariably containing judgments not only about what counts as legitimate and authoritative methods, arguments, and data for the religious-studies scholarly ‘community,’ but also about the place of the scholar and her/his scholarly community in the larger society. However, as their own experiences show, not all forms of advocacy are equal – they vary in their level of publicness, as well as the intensity and type of the engagement – and these various modalities carry potential payoffs and pitfalls. Thus, rather than trying to draw fixed, sharp, and ultimately untenable boundaries between scholarship and advocacy, the task is to develop a reflexive, pragmatic, and experimental attitude that can allow for these two dimensions of praxis to benefit from each other, animated by a critical approach and an emancipatory interest focused on the intractable problems and defining dilemmas of our age.     

Physical activity and body image: Intertwined health priorities identified by transmasculine young people in a non-metropolitan area

Abstract

Background: A dearth of research exists about the health behaviors of transgender young people (TYP). As we seek to learn more about transgender (trans) health, community-based participatory research (CBPR) approaches are crucial for incorporating TYP’s needs into the formulation of research questions and development of health behavior programing.

Aim: Explore body image and exercise as priorities among TYP.

Methods: Trans masculine young adults (N?=?16) in a small city in the Midwest took part in semi-structured interviews about their health behaviors and priorities. Theme analysis was used to capture key patterns in participants’ responses. Specific analysis steps included initial and more specific coding, analytical memos, organizational matrices and reports, and discussion about results with participants.

Results: Participants identified exercise and body image as connected primary health concerns. They discussed these issues in terms of three themes: Body shape as motivation for exercise; Poor body image, stigma and fear as exercise barriers, and; Exercise or lack of, as destructive. Participants wanted to exercise to achieve a certain body shape, not for health or as stress relief. They cited gyms as unwelcoming, however. They also worried about discrimination and did not feel sufficiently comfortable with their bodies to exercise. When they could not exercise, they used harmful behaviors, like restricted eating, to achieve a specific male shape.

Conclusions: Using participatory methods allowed us to understand the priorities of a group of Transmasculine young people. Our findings suggest that it is important to continue to explore TYP’s body-related motivations for exercise and understand the balance between exercise as a positive health behavior, and a potentially harmful one, in light of TYP’s complex body image concerns. Trans friendly gyms and gym policies could promote safe exercise and continued anti trans discrimination work and policy advocacy can promote the safety of TYP in all spaces.     

Using Behavioral Skills Training to Teach Interview Skills to Young Adults with Autism

With unemployment rates for adults with autism as high as 85%, it is important for young adults to learn necessary prevocational skills (e.g., interviewing) to help them succeed in their search for employment. There is little research showing that individuals with autism can be taught to respond appropriately during an interview to secure future employment opportunities. We replicated the results of Stocco et al. (J Appl Behav Anal 50:495–510, 2017. https://doi.org/10.1002/jaba.385) who evaluated the effects of behavioral skills training on the interview skills of college students. We used a multiple baseline design across three responses (i.e., asking questions, answering questions and appropriate body language) to extend these results to three young adults with autism. During baseline, responding was low across all three responses for all three participants. Behavioral skills training consisted of role-playing simulated interviews, providing feedback and performance rehearsals. For two of the participants, behavioral skills training alone was effective at increasing all three responses. For the third participant, we added textual cues and reinforcement during behavioral skills training to reach criterion performance. Results demonstrated that adults with autism can benefit from modified behavioral skills training to improve interview skills and employment opportunities. Social validity of responses was assessed by asking community members to rate video-taped segments of the interviews.

     

The influence of attentional focus on the development of skill representation in a complex action

ObjectivesRecent research has indicated that performers' mental representation of a motor skill changes over the course of learning. In the present study, we sought to ascertain whether the type of instructions (instructions that emphasize either an internal or external focus of attention) influences the development of skill representation during motor learning.DesignParticipants without golf experience were recruited to practice a golf putting task over the course of three training days. Participants were randomly assigned to either an internal focus (focus on the swing of the arms; n = 10) or external focus (focus on the speed of the ball roll; n = 10) learning group. Changes in putting performance and mental representation structure were assessed over the course of learning, as well as during a follow-up retention test two days after practice.MethodsMental representation structure was measured employing the structural dimensional analysis of mental representations (SDA-M), which provided psychometric data on the structure of the mental representation in long-term memory. Additionally, the change in putting accuracy and consistency was recorded over the course of learning.ResultsFindings indicated that the external focus group performed with greater accuracy and consistency during training, and revealed a larger degree of development in their mental representation of the putting task.ConclusionsOverall, our findings suggest that facilitating the link between an action and its effect by means of an external focus is crucial for motor performance as well as the development of skill representation.     

The adolescent first kiss

Abstract

This essay proposes a more intense exchange between humanistic psychology and Lacanian psychoanalysis. Certainly, the two fields are aware of one another but an atmosphere of mutual suspicion and superficial knowledge characterize their relationship. If we examine some of the suppositions governing each approach, there are points of similarity. Both see “psychology” in its truest meaning as defined by ethics. Both countenance the importance of the social and the unique individual (the particular for Lacan). There are also glaring differences on key questions. With respect to these differences, the author reads humanistic psychology through a Lacanian lens to indicate how Lacanian concepts can answer some of the recognized impasses of humanistic psychology (such as the question of evil) where humanistic psychology is other to itself.     

Wittgenstein on the duration and timing of mental phenomena: episodes,understanding and rule-following

ABSTRACT

Wittgenstein’s later works are full of questions about the timing and duration of mental phenomena. These questions are often awkward ones, and Wittgenstein seems to take their awkwardness to be philosophically revealing, but if we ask what it is that these questions reveal then different interpretations are possible. This paper suggests that there are at least six different ways in which the timing of mental phenomena can be awkward. By identifying these we can give sense to some of Wittgenstein’s more cryptic remarks, and doing this enables us to clarify some obscure elements in his picture of the mind, including the distinction between sensations and feelings, and his account of the rational status of those processes out of which rule-following is built.