Comment l’identité autistique à l’adolescence est-elle influencée par les décisions parentales de divulgation et les perceptions de l’autisme ?

Titre original en anglais : How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism?

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Riccio, A., Kapp, S. K., Jordan, A., Dorelien, A. M., & Gillespie-Lynch, K. (2020). How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism? Autism, 25(2), 374-388. https://doi.org/10.1177/1362361320958214

Date de publication: 24/09/2020 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Ariana Riccio
  2. Steven K. Kapp *
  3. Allison Jordan
  4. Anna Marie Dorelien
  5. Kristen Gillespie-Lynch

Résumé

Un vaste corpus de littérature examine les interprétations parentales du diagnostic d’autisme de leur enfant. Toutefois, les recherches examinant les intersections entre la divulgation par les parents à leur enfant du diagnostic d’autisme de celui-ci et le développement identitaire de leur enfant font défaut. L’objectif principal de cette étude était d’analyser si les décisions parentales de divulguer ou de ne pas divulguer le diagnostic d’autisme de leur enfant influencent les perceptions de l’autisme et le développement identitaire des adolescents. Les participants adolescents (n = 19) et leurs mères, recrutés dans le cadre d’un programme éducatif informel, ont respectivement réalisé des entretiens en personne et rempli des questionnaires en ligne. Les adolescents ont été informés de leur diagnostic d’autisme de diverses manières. Les adolescents dont les parents leur ont volontairement divulgué leur diagnostic d’autisme ont décrit l’autisme et eux-mêmes plus positivement que les adolescents n’ayant pas fait l’expérience d’une divulgation volontaire. Bien que les parents et les adolescents aient présenté des similitudes au niveau du groupe dans leur définition de l’autisme, les parents et les enfants ont exprimé des thèmes divers dans leurs définitions de l’autisme. Les résultats suggèrent que les parents peuvent aider leurs enfants à développer des perspectives sur l’autisme alignées sur la neurodiversité en discutant attentivement de l’autisme avec eux tôt dans leur développement. Résumé grand public Il existe beaucoup de recherches sur la manière dont les parents pensent à l’autisme de leur enfant, mais nous ne savons pas grand-chose sur la manière dont les parents parlent de l’autisme avec leurs enfants. La manière dont les parents parlent de l’autisme avec leurs enfants peut façonner la manière dont les enfants perçoivent l’autisme. Une équipe de personnes autistes et non autistes, comprenant la mère d’une personne autiste, a réalisé une étude. Nous voulions savoir si la manière dont les parents parlent de l’autisme avec leurs enfants façonne la manière dont leurs enfants perçoivent l’autisme. Dix-neuf adolescents d’un camp d’été ont réalisé des entretiens et des questionnaires. Leurs mères ont rempli des questionnaires. Les adolescents ont appris de différentes manières s’ils étaient autistes. Certains adolescents ne savaient toujours pas qu’ils étaient autistes. Les adolescents dont les mères ont choisi de leur parler de leur autisme ont parlé de l’autisme et d’eux-mêmes plus positivement que les adolescents dont les mères n’ont pas choisi de leur parler de l’autisme. Seuls les adolescents dont les mères ont choisi de leur parler de l’autisme se sont décrits comme ayant des forces sociales. Les adolescents ont eu plus de difficulté à définir l’autisme que les mères. Toutefois, les adolescents et les mères ont parlé de l’autisme de manière similaire. Notre étude montre que les parents peuvent aider leurs enfants à percevoir l’autisme et eux-mêmes plus positivement en parlant de l’autisme avec leurs enfants tôt dans le développement.

A large body of literature examines parental interpretations of their child’s autism diagnosis. However, research examining intersections between parental disclosure of their child’s autism diagnosis to their child and their child’s identity development is lacking. The primary aim of this study was to analyze if parental decisions to disclose/withhold their child’s autism diagnosis influence adolescents’ perceptions of autism and identity development. Adolescent participants ( n = 19) and their mothers, recruited from an informal educational program, completed in-person interviews and online questionnaires, respectively. Adolescents were told about their autism diagnosis in varying ways. Adolescents whose parents voluntarily disclosed their autism diagnosis to them described autism and themselves more positively than adolescents who did not experience voluntary disclosure. Although parents and teens showed similarities on a group level when defining autism, parents and children expressed diverse themes in their definitions of autism. Findings suggest that parents can help their children develop neurodiversity-aligned perspectives about autism by mindfully discussing autism with them early in their development. Lay abstract There is a lot of research about how parents think about their child’s autism but we don’t know much about how parents talk with their kids about autism. How parents talk with their kids about autism may shape how kids see autism. A team of autistic and non-autistic people (including a mother of an autistic person) did a study. We wanted to know if how parents talk with their kids about autism shapes how their kids see autism. Nineteen teens from a summer camp did interviews and surveys. Their mothers did surveys. Teens learned about if they had autism in different ways. Some teens still didn’t know they were autistic. Teens whose moms chose to tell them about their autism talked about autism and themselves more positively than teens whose moms didn’t choose to talk with them about autism. Only teens whose moms chose to talk with them about autism described themselves as having social strengths. Teens had a harder time defining autism than moms. However, teens and moms talked about autism in similar ways. Our study shows that parents can help their kids see autism and themselves more positively by talking with their kids about autism early in development.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

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 11:30.

Références citées
50
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 50 (10,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
12 / 168 (7,1 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 12 / 58 (20,7 %). Auteurices cité·es distinct·es identifié·es comme autistes : 10 / 157 (6,4 %).
Occurrences citées rattachées à la base AutiHub
58 / 168 (34,5 %)
Auteurices cité·es distinct·es rattaché·es : 50 / 157 (31,8 %)
Occurrences rattachées, non identifiées comme autistes
46 / 58 (79,3 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 46 / 168 (27,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 40 / 50 (80,0 %).
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