Amy Russell, Clodagh Cremen, Anne Kirby, Ruth Melia
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引用次数: 0
Abstract
Purpose: Autistic adults experience disproportionately high rates of suicidality, yet little research has examined how they experience suicide prevention supports. This study explored perspectives on suicide prevention supports from Autistic adults, family members and clinicians.
Methods: A qualitative study using reflexive thematic analysis was conducted. Semi-structured interviews were completed with 21 participants: 14 Autistic adults with lived experiences of accessing suicide prevention supports in Ireland, 4 family members and 8 clinicians working with Autistic adults experiencing suicidality. Some participants represented more than one role. Analysis was inductive, informed by a neuroaffirmative, constructivist framework and involved community engagement throughout.
Results: Five interconnected themes were generated. Three describe a harmful trajectory through suicide prevention supports. (1) "No one can help me", captures confusing and exclusionary help-seeking experiences. (2) "They weren't listening to me" reflects experiences of being invalidated, misunderstood, and dismissed by supports. (3) "You haven't done anything, just made it worse" describes withdrawal from future help-seeking. Across themes, systems were experienced as crisis-driven, difficult to access, and poorly attuned to Autistic distress, sometimes escalating rather than reducing distress. Two themes reflect protective buffers. (4) "Having someone who is human with you" describes how feeling understood and supported by others helped to contain suicidal distress. (5) "My whole life makes sense now" captures how developing an Autism-informed understanding of oneself reduced self-blame and fostered self-compassion.
Conclusion: Autism-informed, relationally attuned suicide prevention approaches that prioritise empathy, accessibility, and individualised support may reduce harm and improve engagement with suicide prevention supports for Autistic adults experiencing suicidal distress.
期刊介绍：
The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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