Aider les jeunes à trouver les mots : exploration de l’impact de matériels psychoéducatifs destinés aux jeunes neurodivergents

Titre original en anglais : Helping Young People Find the Words: Exploring the Impact of Psychoeducational Materials for Neurodivergent Young People

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Powell, L. & Bradley, S. (2025). Helping Young People Find the Words: Exploring the Impact of Psychoeducational Materials for Neurodivergent Young People. Neurodiversity, 3. https://doi.org/10.1177/27546330251376508

Date de publication: 01/07/2025 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Lauren Powell *
  2. S. Bradley

Résumé

Les personnes neurodivergentes éprouvent souvent des difficultés à se comprendre elles-mêmes en raison d’un manque de matériels psychoéducatifs accessibles et valorisants. Ancrée dans l’approche de la neurodiversité, qui considère la neurodivergence comme une différence et non comme un déficit, cette étude a exploré l’impact de ressources coproduites destinées aux jeunes présentant un TDAH et/ou autistes. S’appuyant sur l’expérience vécue, des enquêtes auprès d’adultes neurodivergents (n = 71) ont révélé que 95,7 % estimaient que ces ressources leur auraient été bénéfiques durant l’enfance. L’analyse de contenu et l’analyse thématique réflexive ont mis en évidence des bénéfices essentiels, notamment une acceptation de soi accrue, une meilleure communication et une plus grande confiance dans l’autoreprésentation. Des enquêtes auprès de parents/proches aidants (n = 8) et des entretiens ont en outre indiqué un soutien au bien-être émotionnel, à l’autonomie et aux compétences de communication. Les résultats soulignent l’importance d’un développement dirigé par des personnes neurodivergentes, avec une attention particulière portée au langage et à l’accessibilité. Cette étude renforce le rôle d’une psychoéducation valorisante dans la réduction de la confusion, de la stigmatisation et de la détresse émotionnelle. Les recherches futures devraient examiner les résultats à long terme et adapter les matériels aux différents stades du développement. En favorisant la reconnaissance à la fois des forces et des difficultés, ces ressources peuvent atténuer la stigmatisation et promouvoir des environnements plus inclusifs, contribuant ainsi en définitive à de meilleurs résultats pour les jeunes neurodivergents.

Neurodivergent individuals often struggle with self-understanding due to a lack of accessible, affirming psychoeducational materials. Grounded in the neurodiversity approach – which views neurodivergence as difference, not deficit – this study explored the impact of co-produced resources for ADHD and/or autistic young people. Drawing on lived experience, surveys with neurodivergent adults (n = 71) revealed that 95.7% believed these resources would have been beneficial in childhood. Content analysis and reflexive thematic analysis identified key benefits, including increased self-acceptance, improved communication, and greater confidence in self-advocacy. Parent/carer surveys (n = 8) and interviews further indicated support for emotional well-being, independence, and communication skills. Findings highlight the importance of neurodivergent-led development, with careful attention to language and accessibility. This study reinforces the role of affirming psychoeducation in reducing confusion, stigma, and emotional distress. Future research should examine long-term outcomes and adapt materials across developmental stages. By supporting recognition of both strengths and challenges, these resources can mitigate stigma and foster more inclusive environments – ultimately contributing to improved outcomes for neurodivergent young people.

Bibliographie citée par cette référence

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
53
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
16 / 53 (30,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
20 / 141 (14,2 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 20 / 74 (27,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 11 / 118 (9,3 %).
Occurrences citées rattachées à la base AutiHub
74 / 141 (52,5 %)
Auteurices cité·es distinct·es rattaché·es : 53 / 118 (44,9 %)
Occurrences rattachées, non identifiées comme autistes
54 / 74 (73,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 54 / 141 (38,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 42 / 53 (79,2 %).
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