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Ties that Enable
Ties that Enable is written for students, providers, and advocates seeking to understand how best to improve mental health care – be it for themselves, their loved ones, their clients, or for the wider community. The authors integrate their knowledge of mental health care as researchers, teachers, and advocates and rely on the experiences of people living with severe mental health problems to help understand the sources of community solidarity. Communities are the primary source of social solidarity, and given the diversity of communities, solutions to the problems faced by individuals living with severe mental health problems must start with community level initiatives. “Ties that Enable” examines the role of a faith-based community group in providing a sense of place and belonging as well as reinforcing a valued social identity. The authors argue that mental health reform efforts need to move beyond a focus on individual recovery to more complex understandings of the meaning of community care. In addition, mental health care needs to move from a medical model to a social model which sees the roots of mental illness and recovery as lying in society, not the individual. It is our society’s inability to provide inclusive supportive environments which restrict the ability of individuals to recover. This book provides insights into how communities and system level reforms can promote justice and the higher ideals we aspire to as a society.
eBook
Ties That Enable
Ties that Enable is written for students, providers, and
advocates seeking to understand how best to improve mental health
care - be it for themselves, their loved ones, their clients, or
for the wider community. The authors integrate their knowledge of
mental health care as researchers, teachers, and advocates and rely
on the experiences of people living with severe mental health
problems to help understand the sources of community solidarity.
Communities are the primary source of social solidarity, and given
the diversity of communities, solutions to the problems faced by
individuals living with severe mental health problems must start
with community level initiatives. \"Ties that Enable\" examines the
role of a faith-based community group in providing a sense of place
and belonging as well as reinforcing a valued social identity. The
authors argue that mental health reform efforts need to move beyond
a focus on individual recovery to more complex understandings of
the meaning of community care. In addition, mental health care
needs to move from a medical model to a social model which sees the
roots of mental illness and recovery as lying in society, not the
individual. It is our society's inability to provide inclusive
supportive environments which restrict the ability of individuals
to recover. This book provides insights into how communities and
system level reforms can promote justice and the higher ideals we
aspire to as a society.
eBook
Understanding Camouflaging as a Response to Autism-Related Stigma: A Social Identity Theory Approach
Camouflaging refers to strategies used by autistic people to mask or hide social difficulties. The current study draws on Social Identity Theory to examine the relationship between camouflaging and autism-related stigma, testing the hypothesis that camouflaging represents an individualistic strategy in response to stigma. Two hundred and twenty-three autistic adults completed an online survey measuring perceived autism-related stigma, individualistic and collective strategies, camouflaging and mental wellbeing. Results indicated that higher camouflaging was positively associated with autism-related stigma and both individualistic and collective strategy use. Autism-related stigma was associated with lower wellbeing however this relationship was not mediated by camouflaging. These findings demonstrate how stigma contributes to camouflaging and highlight the complexities of navigating autistic identity while still camouflaging.
Journal Article
University Students with Autism: The Social and Academic Experiences of University in the UK
The number of university students with autism is increasing, and it is crucial that these students can access adequate support. An online questionnaire was completed by 26 autistic students and 158 non-autistic students enrolled at UK universities to investigate social and academic experiences. Autistic students self-reported significant challenges and more mental health difficulties than non-autistic students. Significant challenges focused on the social components of university life, including social skills, social support opportunities, and levels of ASD awareness from others. Many strengths were also reported regarding academic skills of autistic university students. Importantly, there were more thoughts of withdrawal by the students with autism highlighting the need for support. These data can inform university student support services.
Journal Article
The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders' work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Journal Article
Brief Report: Stress and Perceived Social Support in Parents of Children with ASD
Previous literature has indicated that perceptions of social support (PSS) may be an important predictor of parental stress levels, particularly for parents of children diagnosed with autism spectrum disorders (ASD). The current study implemented structural equation modelling to further investigate the relationship between PSS and parental stress in a sample of 454 parents of children diagnosed with ASD. Results indicate that PSS derived from friends was the most important factor in protecting against stress, with PSS from both a significant other and family appearing to be less pervasive in this regard. In addition, the importance of PSS was further underlined by the finding that it remained a significant predictor of parental stress after controlling for the absence/presence of professional support.
Journal Article
Social Support Networks for LGBT Young Adults: Low Cost Strategies for Positive Adjustment
Lesbian, gay, bisexual, and transgender (LGBT) youth and young adults are known to have compromised physical and mental health, and family rejection has been found to be an important risk factor. Yet few studies have examined the positive role that support from parents, friends, and the community have for LGBT young adults. In a cross-sectional study of 245 LGBT non-Latino White and Latino young adults (ages 21-25) in the United States, sexuality-related social support was examined in association with measures of adjustment in young adulthood. Family, friend, and community support were strong predictors of positive outcomes, including life situation, self-esteem, and LGBT esteem. However, family acceptance had the strongest overall influence when other forms of support were considered. Implications for the unique and concurrent forms of social support for LGBT youth and young adult adjustment are discussed.
Journal Article
Beyond Friendship: The Spectrum of Social Participation of Autistic Adults
Difficulties with social interactions and communication that characterize autism persist in adulthood. While social participation in adulthood is often marked by social isolation and limited close friendships, this qualitative study describes the range of social participation activities and community contacts, from acquaintances to close relationships, that contributed to connection from the perspective of 40 autistic adults. Qualitative data from interviews around social and community involvement were analyzed and revealed five main contexts where social participation occurred: vocational contexts, neighborhoods, common interest groups, support services and inclusive environments, and online networks and apps. Implications for practice to support a range of social participation include engaging in newer social networking avenues, as well as traditional paths through employment and support services.
Journal Article