‘I am who I am’: Reputation concerns in adolescents on the autism spectrum

Cage, Eilidh; Bird, Geoffrey; Pellicano, Liz

doi:10.1016/j.rasd.2016.01.010

Cited by 37 publications

(35 citation statements)

References 56 publications

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“…By doing so, he also expresses that honesty is in many ways a choice, specifically a choice to stay true to his inner code of conduct rather than achieving transient popularity. This ties with research examining reputation management in autistic adolescents, who are less concerned with "being cool" and more interested in being true to themselves (Cage, Bird, & Pellicano, 2016).…”

Section: Discussionmentioning

confidence: 90%

What am I thinking? Perspective-taking from the perspective of adolescents with autism

Atherton

Lummis

Day

et al. 2018

Autism

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Autistic people are often described as being impaired with regards to theory of mind (ToM), though more recent literature finds flaws in the ToM deficit paradigm. Additionally, the predominant methods for examining ToM often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic ToM deficit paradigm and explore ToM experiences through more naturalistic approaches. This study qualitatively examined ToM in twelve autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' ToM experiences and strategies, all of which highlighted how a more accurate representation of autistic ToM is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance ToM processing. Understanding how an autistic ToM is uniquely functional is an imperative step towards both destigmatizing the condition and advocating for neurodiversity.

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Section: Discussionmentioning

confidence: 90%

What am I thinking? Perspective-taking from the perspective of adolescents with autism

Atherton

Lummis

Day

et al. 2018

Autism

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“…Our findings present further evidence for potential social capacity in autism. Future research should examine the development of this capacity in adolescence, especially since qualitative evidence suggests that autistic adolescents can be concerned about their reputation (Cage et al 2016) and adolescence appears to be a pertinent time for reputation concerns in typical individuals (Blakemore and Mills 2014). Finally, although the current study did not find gender differences within any of the tasks, future research would benefit from a larger female sample to test for any potential gender differences, particularly given the suggestion that autistic girls may be better at “camouflaging” or “masking” (Head et al 2014) and therefore cognizant of how others’ might perceive them.…”

Section: Discussionmentioning

confidence: 99%

“…Recent research has shown, however, that reputation management is possible in some adolescents and adults on the autism spectrum (Cage et al 2013, 2016; Scheeren et al 2015), which raises questions about the underlying abilities that might explain variability in explicit and implicit reputation management in autistic individuals. Two main hypotheses have been proposed to explain why autistic individuals have difficulties with reputation management.…”

Section: Individual Differences In Reputation Managementmentioning

confidence: 99%

Reputation Management in Children on the Autism Spectrum

Cage

Bird

Pellicano

2016

J Autism Dev Disord

Self Cite

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Being able to manage reputation is an important social skill, but it is unclear whether autistic children can manage reputation. This study investigated whether 33 autistic children matched to 33 typical children could implicitly or explicitly manage reputation. Further, we examined whether cognitive processes—theory of mind, social motivation, inhibitory control and reciprocity—contribute to reputation management. Results showed that neither group implicitly managed reputation, and there was no group difference in explicit reputation management. Results suggested different mechanisms contribute to reputation management in these groups—social motivation in typical children and reciprocity in autistic children. Explicit reputation management is achievable for autistic children, and there are individual differences in its relationship to underlying cognitive processes.

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“…Qualitative methods can provide a deeper understanding of friendship in ASD from the perspective of adolescents with ASD themselves [ 32 – 33 ], and highlight the roles that anxiety and loneliness play in developing and maintaining friendship in the daily encounters of adolescents with ASD. Qualitative methods can also empower voices of adolescents with ASD, who often go unheard in autism research [ 34 ].…”

Section: Introductionmentioning

confidence: 99%

Emotions surrounding friendships of adolescents with autism spectrum disorder in Japan: A qualitative interview study

2018

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Emotions are embedded in culture and play a pivotal role in making friends and interacting with peers. To support the social participation of students with autism spectrum disorders (ASD) it is essential to understand their emotional life in the context of ethnic and school cultures. We are particularly interested in how anxiety and loneliness are experienced in developing and maintaining friendships in the daily encounters of adolescents with ASD in the specific context of Japanese schools, because these emotions could serve either as facilitators or barriers to social interaction, depending on how individuals manage them. The present qualitative study investigated perceptions of emotions related to friendship in the everyday school life of 11 adolescents with ASD in Japan. Data were collected by means of semi-structured individual interviews, which revealed a wide range of motivations for socialization, limited future prospects to deepen friendships, robust self-awareness of one’s own social challenges, and conscious efforts to cope with these challenges. An inductive approach to data analysis resulted in four themes: social motivation, loneliness, anxiety, and distress. To our knowledge this is the first study to uncover the rich emotional life of adolescents with ASD in the context of their friendships in an Asian culture.

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‘I am who I am’: Reputation concerns in adolescents on the autism spectrum

Cited by 37 publications

References 56 publications

What am I thinking? Perspective-taking from the perspective of adolescents with autism

What am I thinking? Perspective-taking from the perspective of adolescents with autism

Reputation Management in Children on the Autism Spectrum

Emotions surrounding friendships of adolescents with autism spectrum disorder in Japan: A qualitative interview study

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