Exploring the potential for social networking among people with autism: challenging dominant ideas of ‘friendship’

Abstract

Within dominant approaches to autism and relationships, people with autism are assumed to be either unable to form relationships or are in need for educational interventions to be better equipped at managing relationships in a social world dominated by non-autistic people (neurotypicals). In this paper, we argue that broader constructions of friendship are needed in order to best account for the desire and abilities of high-functioning people with autism to have satisfying friendships and that the engagement with online social networking may provide a useful tool in achieving this. Keywords: autism; neurotypical; autistic friendshipIn this short paper, we draw on recent developments within critical autism studies where dominant knowledges about autism are scrutinized and autism is considered as a neurological difference rather than a deficit (see for example Armstrong 2010; Davidson and Orsini 2013). From a neurodiversity perspective, autism is viewed as both a possible strength and as a nuanced difference rather than a one-sided shortcoming or deficit. The theoretical position that we are taking of neurodiversity does not seek to identify particular neurological make-up of individuals, but rather seeks to question the status accorded to individuals who have a presumed 'typical' or 'atypical' neurological makeup. The aim is to interrogate how dominant knowledge makes assumptions about neurologically typical and different people which position people with autism as less able. One such dominant knowledge about autism is the assumption of deficits in forming friendships and developing sociality for people with autism.Ochs and Solomon (2010) conceptualize sociality as a range of possibilities rather than a unitary dimension of social behaviour, in which sociality is enacted differently across different social situations and differently by different groups. The skills needed to make and maintain friendships, are seen to be 'a range of possibilities for social coordination with others, and autistic sociality is one of these possible co-ordinations' (Ochs and Solomon 2010, 70). Following Ochs and Solomon, we are interested in the beginning to think differently about the concept of friendship and how high-functioning people with autism experience their emotional lives and friendships. This perspective is combined

Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding

“…Our findings support previous research on the under-recognised ability of autistic peers to be motivated and able to manage interactions with one another (Brownlow et al, 2015; Ryan and Räisänen, 2008) and highlight the need to examine other contexts for autistic social interactions, particularly given the potential for the activity of gaming to support the features observed. For example, facing the screen and not each other circumvents the challenges of face-to-face communication that many autistic people experience (Parsons and Cobb, 2011).…”

Setbacks and Successes: How Young Adults on the Autism Spectrum Seek Friendship

“…However, other researchers and advocates suggest that a broader conception of friendship could make room for different perspectives and experiences, rather than characterizing them as deficient. Brownlow et al 21 note that recent research demonstrates that people on the autism spectrum want and pursue friendships ''but find the management of such relationships problematic at times or have alternative ways of performing or experiencing friendships'' (p. 190).…”

Conclusion

“…For example, in considering friendship (a core topic in developmental psychology curricula, texts, and research) developmental psychologists have traditionally focused on particular tasks, such as reciprocity and sociality. Traditional developmental research operationalises ideas about being social, making friends and playing in particular ways (Brownlow et al, 2015). As an illustration, parallel play is where children engage in activity by themselves but in close proximity, 'parallel', with another child).…”

“…It is assumed to be common in young children but to give way to more social forms of play involving others as the child grows older. Children (and adults) with autism who do not progress from parallel to social play are seen to be developing inappropriately (Brownlow et al, 2015). Failure to play 'properly', in this instance, engaging in social kinds of play, pushes the child into a category of not developing appropriately (Goodley & Runswick-Cole, 2010).…”