A travers nos yeux : comprendre comment des enfants autistes coelaborent un sentiment de soi et se rapportent au monde. Une analyse thematique interpretative et observationnelle

Titre original en anglais : Through our eyes: Understanding how autistic children co-author a sense of self and relate to the world. An interpretative, observational thematic analysis

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Wood, P. (2024). Through our eyes: Understanding how autistic children co-author a sense of self and relate to the world. An interpretative, observational thematic analysis. Human Systems: Therapy, Culture and Attachments, 5(1), 20-45. https://doi.org/10.1177/26344041241269294

Date de publication: 13/08/2024 Ajout dans AutiHub: 16/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Philippa Wood *

Résumé

Le developpement de l'identite est souvent considere comme co-construit au sein de contextes sociaux. De nombreuses recherches se concentrent sur l'enfance plus tardive, malgre le fait que la petite enfance soit consideree comme cruciale dans la formation du « soi ». Des methodologies creatives (c'est-a-dire celles qui pourraient utiliser des mediums creatifs et les sens, tels que des stimuli audiovisuels ou le jeu), s'appuyant sur la theorie de l'attachement, la theorie narrative et la theorie systemique, ainsi qu'une analyse thematique interpretative et observationnelle, ont ete utilisees pour explorer la construction de sens par l'enfant dans le contexte de l'autisme. La conception de soi des participants etait souvent liee a un sentiment de « difference » et au desir d'appartenance et d'acceptation. Le developpement de methodes creatives, sensibles et appliquees a fait progresser les approches methodologiques pour travailler avec des populations vulnerables. Cette etude montre que les experiences des perspectives et des interactions parentales sont liees, dans une certaine mesure, a la contextualisation par les enfants de leurs experiences de soi, d'autrui et du monde qui les entoure. Ainsi, il est important de fournir aux parents les outils, les connaissances et la comprehension necessaires pour favoriser le developpement de recits positifs afin d'apporter le meilleur soutien a leurs enfants.

Identity development is often viewed as co-constructed within social contexts. Much research focuses on older childhood, despite early childhood being considered critical in the formation of ‘self’. Creative methodologies (i.e., those that might utilise creative mediums and the senses such as audio-visual stimuli or play), drawing upon attachment, narrative and systemic theory, and interpretative, observational thematic analysis were utilised to explore child meaning-making in the context of autism. Participant understanding of self often related to a sense of ‘difference’ and desire for belonging and acceptance. Development of creative, sensitive, applied methods has advanced methodological approaches for working with vulnerable populations. This study demonstrates that experiences of parental perspectives and interactions are connected to children contextualising their experiences of self, other, and the world around them in some capacity. As such, it is important to provide parents with the tools, knowledge, and understanding to aid the development of positive narratives to provide the best support for their children

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 27/10/2026 09:28.

Références citées
123
Avec un DOI
89
Sans DOI, à partir du texte brut de la bibliographie
32
4 / 123 (3,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
9 / 123 (7,3 %)
Références avec noms d’auteurices détectés
120 / 123 (97,6 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
9
Sans identifiant stable
28
Références avec noms bruts d’auteurices restant à vérifier
3
Références avec problème de récupération des métadonnées externes
1
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
273
À partir du DOI ou de métadonnées externes
273
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
7
51 / 273 (18,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 222 / 273 (81,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
4 / 273 (1,5 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 4 / 51 (7,8 %). Personnes distinctes identifiées comme autistes : 3 / 259 (1,2 %).
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