Paper
Myths and realities in working with children affected by autism spectrum disorders in residential care
- issue: Issue 1 / 2009
- authors: Irene Stevens
- keywords: Residential, autism, discourse, United Kingdom
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- downloaded: 0
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abstract
Background. The research examined the views of potential and actual staff who work with children on the autism spectrum in residential care in Scotland. The research was carried out to explore the beliefs of staff about autism, where the beliefs come from and how they have an impact on their work. The research also set out to explore the images and myths that exist about autism spectrum disorders, and where these images and myths emerge from.
The implications of this research suggest that staff may leave autism-specific services because they are not adequately prepared for the challenges. The myths about autism spectrum disorders which persist and are current in a variety of media paint a one-sided picture of the needs of young people who require residential care.
Purpose. There were three main research questions which informed the research:
- What are the discourses of autism spectrum disorders which may inform belief systems of staff?
- What do potential staff believe about working with children with autism spectrum disorders?
- What do newly appointed staff in autism-specific residential settings believe about autism spectrum disorders and how has this had an impact upon their work?
The discourse surrounding autism spectrum disorders was explored using critical discourse analysis as a qualitative approach. 28 students from three further education colleges in Scotland were selected to explore the views of potential staff. 18 recently appointed staff from two autism-specific services in Scotland were selected to explore the views of actual staff. These views were explored through questionnaires and focus groups. The results were analysed using content analysis.
Key findings. The critical discourse analysis revealed that there exists a strong discourse of autism spectrum disorders. The over-riding view is that autism spectrum disorders are mild, are associated with savant abilities (particularly maths or computing) and that such children are locked in their own world. There is little representation of the behavioural outcomes of those severely affected by autism spectrum disorders.
The students and newly appointed staff completed questionnaires and took part in focus groups. The data from the two groups revealed that students have a lack of understanding about children who are severely affected by autism. The main places where students learn the messages about autism spectrum disorders are from the television, films and newspaper or magazine articles. Colleges provide a broad generic education about issues in social care but little time is spent on autism spectrum orders specifically.
Newly appointed staff were generally happy and optimistic about working with children affected by autism spectrum disorders. It was clear that they had gained knowledge from various media. Some of the newly appointed staff were shocked at the extreme nature of some of the challenging behaviour they faced. While physical aggression was mentioned, the most upsetting behaviour was when children self harmed. This was extremely upsetting for new staff. Two of the new members of staff were clearly stressed by the extremity of behaviour and all staff who mentioned self harming behaviour were visibly affected by this.
Implications. There are several implications which have emerged from the findings of the research. In terms of policy, it is important that official statements paint a balanced picture of autism spectrum disorders. In terms of research, this study was relatively small and it would be helpful to carry out a larger cross cultural study. Such a study may reveal differences between how autism spectrum disorders are perceived in different societies and how such differences might contribute to a better understanding of this area.
The most important findings are related to practice. Given the prevalence of autism spectrum disorders, it is important that general social care courses contain some content about this area. If this happens, the professionals who deal with this will be better prepared to work with this, and may also be better prepared to identify 'hidden' autism in different work settings. Induction for newly appointed staff needs to be much more focussed on the broad nature of autism spectrum disorders. It has to highlight the behavioural outcomes of the condition. It should also allow staff to spend a much greater amount of time shadowing experienced workers and being allowed to talk about their feelings of stress and upset when faced with the extreme nature of some of the behaviour which they will meet.
Key references
Baron-Cohen, S., & Bolton, P. (1993). Autism: The facts. New York: Oxford University Press.
Frith, U. (1991). Autism and Asperger's syndrome. Cambridge: Cambridge University Press.
Nadesen, M. H. (2005). Constructing autism: unravelling the "truth" and understanding the social. London: Routledge.
Stevens, I. (2008). Asperger Syndrome and lived realities. Unpublished doctoral dissertation, University of Strathclyde, Glasgow.
Contacts: Irene Stevens, Glasgow School of Social Work (SIRCC), University of Strathclyde, 5th Floor Sir Henry Wood Building, Southbrae Drive, Glasgow 13 1PP UK, E-mail: irene.c.stevens@strath.ac.uk