Tendency towards stigmatization of families of a person with autistic spectrum disorders

Milačić-Vidojević, Ivona; Gligorović, Milica; Dragojević, Nada

doi:10.1177/0020764012463298

Cited by 32 publications

(28 citation statements)

References 29 publications

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“…Some studies suggest increased knowledge about ASD is associated with reduced stigmatising beliefs and attitudes (Milačić-Vidojević, Gligorović, & Dragojević, 2014;Obeid et al, 2015), and that autism training may improve knowledge and decrease stigmatising attitudes (Obeid et al, 2015;Tilahun et al, 2017). Similarly, parents of children with ASD found it easier to resist felt stigma when equipped with sufficient medical knowledge (Farrugia, 2009).…”

Section: Literacy In Mental Health and Typical Child Developmental Trmentioning

confidence: 99%

A Conceptual Framework for Understanding the Cultural and Contextual Factors on Autism Across the Globe

2020

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Autism research is heavily skewed towards western high-income countries. Culturally appropriate screening and diagnostic instruments for autism are lacking in most low-and middle-income settings where the majority of the global autism population lives. To date, a clear overview of the possible cultural and contextual factors that may affect the process of identifying and diagnosing individuals with ASD is missing. This study aims to outline these factors by proposing a conceptual framework. A multidisciplinary review approach was applied to inform the development of the conceptual framework, combining a systematic review of the relevant autism research literature with a wider literature search spanning key texts in global mental health, cultural psychiatry, cross-cultural psychology and intellectual disability research. The resulting conceptual framework considers the identification, helpseeking and diagnostic process at four interrelated levels: i) the expression, ii) recognition, iii) interpretation and iv) reporting of autism symptoms, and describes the cultural and contextual factors associated with each of these levels, including cultural norms of typical and atypical behaviour, culture-specific approaches to parenting, mental health literacy, cultural beliefs, attitudes and stigma, as well as the affordability, availability, accessibility and acceptability of services. This framework, mapping out the cultural and contextual factors that can affect the identification, help-seeking and diagnosis of ASD, may function as a springboard for the development of culturally appropriate autism screening and diagnostic instruments, and inform future cross-cultural autism research directions. The framework also has relevance for clinicians and policy makers aiming to improve support for underserved autism populations worldwide. Lay summaryThe vast majority of autism research is conducted in western high-income settings. We therefore know relatively little of how culture and context can affect the identification, helpseeking and diagnosis of autism across the globe. This paper synthesises what is known from the autism research literature and a broader literature and maps out how culture and context may affect i) the expression, ii) recognition, iii) interpretation and iv) reporting of autism symptoms.

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Section: Literacy In Mental Health and Typical Child Developmental Trmentioning

confidence: 99%

A Conceptual Framework for Understanding the Cultural and Contextual Factors on Autism Across the Globe

2020

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“…While some affected by the condition lead independent and fulfilling lives, others suffer serious disabling consequences as a result of having autism [35,37]. It is possible that, at least in some cases, secondary disabilities may emerge as a result of inadequate care, stigma, and isolation that those affected may experience, both in LMICs (e.g., [2,38,39]) and HICs (e.g., [3•, 40]). …”

Section: Emergence Of Disability and Its Impactmentioning

confidence: 99%

Autism: A Global Perspective

Hahler

Elsabbagh

2014

Curr Dev Disord Rep

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Epidemiological data estimates the presence of 52 million cases of autism worldwide, affecting around 1 %-2 % of children across the globe. There has been a recent increase in interest regarding similarities and differences in the manifestations and the impact of the condition in different world regions. Despite this interest, however, evidence remains limited in low-and middle-income countries (LMICs), and it has been difficult to draw public and policy-maker attention to autism in particular and neurological and mental health conditions more generally in these countries. We adopt a global life-span perspective by reviewing the current state of the science of autism. We include prevalence and global burden of the condition with models for identification and intervention in community based settings from early childhood to adulthood in both high-income countries and LMICs. We conclude with a summary of relevant recent research priorities for improving quality of life for people affected by the condition around the globe.

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“…Because cases of ASD are rarely exactly the same, there is a tendency for society to have conflicting ideas and perceptions of what autism is (Huws and Jones, 2010;Scior, 2011). This leads to stereotypes that are not only inaccurate, but also promote a stigma against them and their families (Milačić-Vidojević et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…A way to reduce this stigma is to foster empathy among neurotypical people (that is, those not afflicted with a developmental disability) towards those with ASD. This becomes more imperative, considering that those who are unfamiliar with or know less about ASD have been found to be more likely to perpetuate the stigmatization (Milačić-Vidojević et al, 2014). Moreover, studies have found that increased empathy towards those in stigmatized groups can improve perceptions against those groups (Batson et al, 1997) and even motivate to help those (Batson et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

PPR Implementation in Micro Teaching Course to Improve Students’ Confidence and Compassion

Tee

Rodrig

2018

IJIET

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Apart from technical skills, people must also be educated in social values. This is pertinent in developing well-rounded, socially-aware students. Autism Spectrum Disorder (ASD) is a heterogeneous developmental disability characterized primarily by atypical, repetitive, routinary behavior, as well as impairments in socialization and communication. Despite comprising approximately 1-2% of the world's population, people with ASD are greatly stigmatized, leading to an overall lower quality of life for them. In order to address this stigmatization, awareness and empathy must be induced in non-autistic, neurotypical people. The rise of serious games or games with a purpose has provided a different avenue for spreading awareness to an audience whose primary interest lies in digital games. Multiple games have been created to spread awareness for issues such as war, cultural discrimination, and mental illness. This study aims to determine whether serious games can also be used to increase autism awareness and lessen the stigma against people with autism. This study makes use of the digital game In Someone Else's Shoes, which simulates some behaviors of a college student with High-Functioning Autism Spectrum Disorder. For this study, 30 participants were asked to answer a survey on their perceptions on people with autism before playing the game. After which, they answered the same survey again to see if their perceptions had changed, and answered an additional self-report on how the game affected them. While there is minimal change in the perceptions of the players before and after playing the game, the self-report shows that majority of the players expressed feeling more informed about autism, showing a positive cognitive response. However, players reported that the game was not as effective at eliciting an emotional response from them, though they still expressed a willingness to aid someone with autism.

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Tendency towards stigmatization of families of a person with autistic spectrum disorders

Cited by 32 publications

References 29 publications

A Conceptual Framework for Understanding the Cultural and Contextual Factors on Autism Across the Globe

A Conceptual Framework for Understanding the Cultural and Contextual Factors on Autism Across the Globe

Autism: A Global Perspective

PPR Implementation in Micro Teaching Course to Improve Students’ Confidence and Compassion

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