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Journal of Autism and Developmental Disorders

Gepubliceerd in:

02-05-2018 | Original Paper

Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent–Child Relationship

Auteurs: Valérie Van Hees, Herbert Roeyers, Jan De Mol

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2018

Abstract

This study examined how 34 senior students and first-year college students with autism spectrum disorder, their mothers (n = 34) and fathers (n = 26) navigate the higher education transition, and how this context impacts on dynamics in the parent–child relationships. Semi-structured interviews were analyzed based on grounded theory and dyadic analysis principles. Both parties were confronted with an abundance of challenges and experienced strong feelings of ambivalence, stress and anxiety. Differences in perspectives occurred regarding the construction of adulthood, the acquisition of autonomy, disclosure and subscribing to support services. These differences caused tensions in the parent–child relationship, hindering the transformation of the relationship into an adult-like mutual relationship. Clinical implications are extrapolated on the basis of these findings.

vorige artikel Patterns and Predictors of Language Development from 4 to 7 Years in Verbal Children With and Without Autism Spectrum Disorder

volgende artikel Lack of Privileged Access to Awareness for Rewarding Social Scenes in Autism Spectrum Disorder

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Titel: Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent–Child Relationship
Auteurs: Valérie Van Hees
Herbert Roeyers
Jan De Mol
Publicatiedatum: 02-05-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3593-y

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