Theory of Mind and Its Role in Theories of Autism

Gough, Joe

doi:10.1007/978-3-031-40858-8_15-1

Cited by 1 publication

(1 citation statement)

References 53 publications

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“…When analysing a series of blogs written by autistic people, Holt et al, (2022), identified a subtheme of 'You Exclude Me from the Research', with the underpinnings of this subtheme rooted in the harmful and stigmatising perceptions of autism held by the research community e.g., that autistic people lack theory of mind and the capacity for empathy (see also Gough, 2024). Some deficit models go further by claiming that autistic people lack epistemic authority (Frith & Happé, 1999;Hens et al, 2019;Holt et al, 2022) and that the opinions and insights offered by autistic individuals will contain bias or inaccuracies simply because they have been produced by autistic individuals (Botha, 2021).…”

Section: Introductionmentioning

confidence: 99%

Autistic voice: Sharing autistic children’s experiences and insights

Mullally,

Wood,

Edwards

et al. 2024

Preprint

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Autism research rarely amplifies the voices of autistic children. Here, we aim to counter this by collating and sharing the first-hand experiences and insights of autistic children. A total of 136 children (8-14 years of age) self-reported their experiences of being autistic via a semi-structured online questionnaire/video call. Both qualitative and quantitative data was gathered, and inductive thematic analysis used to analyse qualitative responses. Four core themes were identified: 'Safety and Security', 'Conformity, Fitting in and Masking', 'Identity', and 'Sensory Sensitivity'. The initial theme of safety and security permeated the children's narratives and overwhelmingly, the children spoke of the need for them to be alert to who in their lives is a safe person and who is not. They were also highly attuned to whether specific places are safe for them, as past experiences appear to have taught them that their safety in everyday places cannot be assumed. Teachers, health and social care professionals, and neurotypical peers were frequently singled out as unsafe people and school as an unsafe place, whilst parents, home, and autistic peers were often referred to as safe. This distinction was also evident in the statistical analysis of the quantitative data, whereby autistic children were significantly more likely to report that it is okay for them to be autistic at home, relative to when they are at school or with their friends/peers. Judging a person as safe was closely linked to that persons' understanding of the child and of their autistic experiences, and understanding was important in establishing trust. When trust was established, it appeared possible for trusted people to facilitate a sense of safety for the children even within otherwise unsafe places. A sense of belonging within autistic/neurodivergent communities was positively linked to the core theme of safety and security and to having a positive autistic identity, whilst masking and sensory distress were linked to feeling unsafe and insecure. These first-hand accounts provide valuable insights into autistic children's lives and demand that we urgently explore how places outside of the family home (including places of education) can be transformed into safe spaces for autistic children.

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