99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
How children create and justify Human Kinds
Agnese Desideri
University of Florence, Italy
Presenting Author: Desideri, Agnese
This contribution aims to present results from a three-year research project. The theme of the study is how children understand and justifies Human Kinds. For the definition of Human Kinds, we refer to Mallon (2016) for which Human Kinds correspond to various types of human groupings, on the basis of characteristics considered similar.
During childhood, different ways of being, of doing and thinking are progressively acquired and structured (Lignier, Lomba & Renahy, 2012), inside various institutions. More generally, the schemes of classification and categorization of social reality used by social agents (whether adults or children’s) correspond to essential elements through which it is possible to define some aspects of social reality. These schemes contributing to respond to the human need to make order in the chaos of the surrounding world (Lévi-Strauss, 1984). Social agents use these also in order to create Human Kinds.
We consider that this subject corresponds to an important subject that need to be studied. There is also an historical series of studies dealing with the processes of categorization at a more general level (Cousineau, 2017; Edelman, 2018; Hacking, 1986; Jenkins, 2000; Liberman et al., 2017), but, the empirical field relating to how children categorize social reality remains little explored. It is possible to find some researchers carried out on this subject in France (Zarca, 1999; Ligner&Pagis, 2017) and in England (Connolly et al. 2009; Sutton, 2007; Kustatscher, 2017), but, this issue still remains little explored in Italy.
For these reasons, a case study has been carried out in 2019 Italy in order to explore the definition and justification of Human Kinds by children aged seven and by their parents. 96 families have been traced in three contexts, with different socio-economic level (High, medium and low).
One of the objectives of this research project is to observe whether the acquisition of the practice of social categorization (or of making Human Kinds) can be different depending on the socio-economic level of the school context. Secondly, if children practice can be similar to the adult’s one. Another dimension has been that have been studied, is the comparison of the children’s way of justification of Human Kinds with those of their parents.
That is possible to refer to Bourdieu’s (1980) theory of practice, especially his notion of practical sense, to explore what happens when children from different socio-economic and socio-demographic backgrounds bring their dispositions to the description and justification of human kinds.
The practical sense corresponds to the mechanism that underlies the selection of social categories and that becomes tangible when the individual is called to exercise it. The practical sense is configured as a sort of pre-logical thought that orients an individual in the action and in the formulation of judgments on others. The "practical sense" as well as the "social sense" endows social agents with "coordinates" through which to perceive, evaluate and act in the social world.
Therefore, the Bourdieu's notion of practical sense has been intersected with the neurological notions of “automatic cognition” and “deliberate cognition” (D'Andrade, 1996; DiMaggio, 1997; Kahneman, 2011).
At first, some findings will be presented in order to demonstrate how children and adults describe Human Kinds. Secondly, some findings will be presented in order to compare how children’s and parents justify their use of the “automatic cognition” during the social practice of grouping people.
Methodology, Methods, Research Instruments or Sources UsedThe empirical study has been carried out in the city of Florence and in its metropolitan area in 2019. The sample includes 232 individuals: 96 children’s, 48 fathers, 88 mothers, from three different schools. The three schools have been selected for their socio-economic levels: upper, middle, and middle-lower according to the ESCS-level (Economic, Social and Cultural Status) openly provided by the Italian Ministry of Education. Children, aged seven, as well as their parents have been interviewed using photo elicitation interviews (PEIs) (Clark-Ibáñez, 2004; Epstein et al., 2006). The parents have been also interviewed with a survey concerning the family socio-economic and socio-demographic status.
The images show people that differ in gender, age, ethnicity, and exhibiting different religious, socioeconomic, and socio-professional characteristics. The pictures have been selected ex-ante by the researcher. Some of these have been selected on the basis of the main ethnic minorities, ethno-religious and on the main socio-professional groups present in Italy in 2019. The selection process has been made by the researcher in order to be able to compare children’s and adults’ answers. 18 photos presented in the same sequence of presentation to children’s and to adults. Pictures have been collected mostly using the Google image archive.
The research project revolves around the following questions: 1) Which are the main social categories used by children aged seven, once they have been interviewed using photo-elicitation? (Compared to those used by adults?) 1.1) What are the main discursive justifications advanced to mention social categories? (Compared to those used by adults)?
A pilot study has been carried out in order to verify the study feasibility and in order to check the scientific credibility of the selected photos. Children’s and adults’ answers have been audio-recorded and transcribed later. For the analysis of the empirical material, the Nvivo12 program has been used. Through this program the answers have been coded ex-post in categories. The selected categories have been named on the basis of the review of the literature on social categories and human kinds.
Conclusions, Expected Outcomes or FindingsSome findings will be presented. There are some social categories used by children at the age of seven (regardless of the socio-economic level of the school) that have not been discovered before. For example, children aged seven are able to create grouping based on the “familiar role”, or the “religion”, or the “politic” or some others groupings based on the “social role and hierarchy” of the person represented in the picture. These issues were not documented before, for this reason, explanation for these findings have been traced as well as in anthropology and in sociology.
Therefore, that will be possible to demonstrate that a study on the acquisition of social categories at an "incomplete" stage in the formation as social individuals (as well as the child aged seven) testifies the existence of a "stratified" embedding of those. In other words, children learn to make Human Kinds, in a progressive and extensive way, compared to adults (i.e. at first, they start to make some categorization using gender, then sexuality, then age, ethnicity, socio-economic positioning, etc.). That can be explained because the individual social trajectory affects in different ways the knowledge about social categories (not only from an anagraphic standpoint). That will be possible also to show some finding’s on how children justify their use of Human Kinds, compared to adults’ justifications. Children, as well as adults, use mostly “corporality” and the “material culture” in order to justify their making of Human Kinds. Some sociological explanations will be presented in response to these findings.
ReferencesBourdieu P. (1980). Le sens pratique. Éditions de Minuit.
Clark-Ibáñez, M. (2004). Framing the Social World with Photo-Elicitation Interviews. The American Behavioral scientist, 47(12), pp.1507-1527 Doi:10.1177/0002764204266236.
Connolly, P., Kelly, B., & Smith, A. (2009). Ethnic habitus and young children: A case study of Northern Ireland. European Early Childhood Education Research Journal, 17(2), pp.217-232 Doi: 10.1080/13502930902951460.
Cousineau, MJ. (2017). Revisiting the sociology of identities and selves with discursive resources. Sociology Compass. 11, 12541. Doi:10.1111/soc4.12541.
D’Andrade, R. G. (1996). The Development of cognitive anthropology. Cambridge University Press.
DiMaggio, P. (1997). “Culture and cognition”, Annual Review of Sociology, 23, 263–287. Doi: 10.1146/annurev.soc.23.1.263.
Edelmann, A. (2018). Formalizing symbolic boundaries. Poetics, 68, 120-130. Doi : 10.1016/j.poetic.2018.04.006.
Epstein, I., Stevens, B., McKeever, P., & Baruchel, S. (2006). Photo elicitation inter-view (PEI): Using photos to elicit children's perspectives. International Journal of Qualitative Methods, 5(3), pp.1-11 Doi: 10.1177/160940690600500301.
Hacking, I. (1986). Making up people. In Reconstructing individualism: Autonomy, individuality, and the self in Western thought. in T.C. Heller, M. Sosna, & D. E. Wellbery. Standford: Standford University Press.
Jenkins, R. (2000). Categorization: Identity, Social Process and Epistemology. Current Sociology, 48(3), 7–25. Doi: 10.1177/0011392100048003003.
Kahneman, D. (2011). Thinking, Fast and Slow. Penguin Books.
Kustatscher, M. (2017). Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities. Childhood, 24(3), 381-395. Doi:10.1177/0907568216684540.
Lévi-Strauss, C. (1969). The elementary structures of kinship, Beacon Press, Boston.
Liberman, Z., Woodward, A. L., & Kinzler, K. D. (2017). The Origins of Social Categorization. Trends in Cognitive Sciences, 21(7), 556-568. Doi: 10.1016/j.tics.2017.04.004.
Lignier, W., Lomba, C., & Renahy, N (2012) La différenciation sociale des enfants. Politix, 99, pp. 9–21. Doi: 10.3917/pox.099.0009.
Lignier, W., & Pagis, J. (2017). L'enfance de l’ordre : Comment les enfants perçoivent le monde social. Paris : Seuil.
Mallon, R. (2016). The construction of human kinds. Oxford University Press. Doi.org/10.1093/acprof: oso/9780198755678.001.0001
Sutton, L., Smith, N., Dearden, C., & Middleton, S. (2007). A child's-eye view of social difference, York : Joseph Rowntree Foundation.
Zarca, B. (1999). Le sens social des enfants. Sociétés contemporaines, 36, 67-101.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Life, Meaning and Education
Chang Liu
University of Edinburgh, United Kingdom
Presenting Author: Liu, Chang
The current educational agenda is highly focused on qualifications and measurable outcomes (c.f. Biesta, 2009). It is argued that this strong emphasis on qualification and measurement culture for preparing the future workforce might hinder students from living meaningfully (c.f. Schinker, De Ruyter, and Aviram, 2016). The assumption that attaining high grades, attending prestigious universities, and securing decent jobs ensures students' good lives appears to be uncritically accepted. Through the process of qualification and neo-liberal discourse, education seems to promote this narrowed concept of valid life. Furthermore, the question of life's meaning has attracted insignificant notice across both educational practice and educational research (c.f. White, 2009; Kronman, 2007; Lewis, 2006). Based on those issues, this research intends to explore the question of meaning in life and how education could help students live more meaningful lives.
In the first stage, I explored the question of what a meaningful life is by investigating key philosophical and psychological literature on life's meaning in the last thirty years. It cements an explanatory framework for the meaning of life by outlining its difference from the meaning of life (c.f. Seachris, 2009), whether it pertains to the subject or the objective (c.f. Wolf, 2015; Metz, 2013), whether life in its totality or elements delivers this meaning (c.f. Kauppinen, 2015; Brannmark, 2003), and the coherence, purpose and significance as three central aspects in sensing meaning in life as argued by psychologists (c.f. Martela and Steger, 2016; Baumeister, 1991; Frankl, 1985). Those theories provide conceptual knowledge about the structure of meaning; however, they might be neither sufficient nor necessary conditions for people to lead meaningful lives and it is difficult to draw meaningful implications for education.
I then consider the Confucian approach as an alternative and explore both the content and the form of the Confucian texts to bring insights into how education could help students to live more meaningful lives. In this section, I explain his key concepts and argue his understanding of education centres on how to live. His concept of Ren (仁) establishes the necessity for developing ideals and an ultimate purpose in life - elements that contemporary education ignores. His concept of Xue (学 learning) indicates the paths to Ren (仁) which is characterized by enactment, embodiment, and a continual and proactive learning process towards Ren (仁). The lifelong learning process for Ren (仁) constitutes a way to live meaningfully. His concepts of Dao (道 the Way), Yi (义 Rightness), and Ming (命 Fate) demonstrate the importance of self-endeavour under the acknowledgement of the limitations of human conditions. In this way, people learn what to be concerned about and what worries could be settled. It is argued that such an education could bring about meaningful lives. It is noticed that Confucian texts differ in style and format from those of analytical philosophers. The use of short, contextual dialogic aphorisms instead of long, clear philosophical arguments create a different relationship between the texts and the reader. It summons the hermeneutics of the reader, speaks to the reader, allows a space for the subject to think and come, and promotes the practical process of realizing the wisdom in the classics in each one's life. The artistic character of the form might inform a pedagogy for cultivating meaningful lives. While the theorising approach focuses on the theoretical question of "what is the meaning in life?" The Confucian approach focuses on the practical question of "how to live?" This raises the contentious inquiry of which of these questions is better to ask to bring about meaningful lives.
Methodology, Methods, Research Instruments or Sources UsedIn the first stage of this project, the traditional philosophical analysing approach was taken to clarify questions and concepts, identifying the main elements and structure of certain concepts. This approach serves to build generalizable knowledge to understand life’s meaning. After summarizing the theories, the research implies autobiographical and Socratic inquiry to critique this traditional approach to knowing-- scientific, linear approach to know the fact first to solve the problem. However, this approach of acquiring “what is meaningful life” did not lead to the answers to the "how to lead a meaningful life" question.
A turn to the Confucian approach has been adopted as an alternative. This approach is argued to be different from the traditional theorizing approach but is more in alignment with art-based research. Both the content and the form of Confucian texts are considered to work as art that provides non-linear insights into how to lead meaningful lives. Veering from carefully controlled parameters of traditional research practice, art-based research is encompassed by the dynamic assessment of experiences through the lens of artistic expression seeing an exploration of finalized product and its fabrication. The necessity for this alternative vehicle of research is inherent in the unrecognized limits of the traditional approach though it need not be antagonized. Arts-based research, rather than reconfiguring an inquiry into the boundaries of a conventional research method, seeks to address the issue directly and tailor itself to it accordingly. The research should be defined by a simple and replicable methodology seeing a clearly defined structure that allows for the researcher's liberation and for it to be of use to others even if there is an embracing of the multiplicity of subsequent outcomes (McNiff, 2008). The artistic thread to Confucius lies in how the Confucian structure, unlike that of Western contemporaries, is directed towards immediate conclusions seeing interpretations of the conclusions feature the elaborative structure of logic and argument to back the conclusion’s existence. Furthermore, Confucian responses to the same questions - though connected by a unifying thread - vary across distinct contexts and surrounding environments. Thus, the endlessly interpretive nature of Confucian directives parallels the infinitely meaningful nature of artistic mediums like painting and poetry, which derive rich meaning from their timeless nature. In positioning Confucius as a dynamic literary art medium, arts-based research methodology can decipher the deeper and more mystical understandings of the inquiry of education and the meaning of life.
Conclusions, Expected Outcomes or FindingsThe potential outcomes of the thesis might be the following: (1) an argument that education should help students to live more meaningful lives and, thus, shift the focus on educational aims, research, and practice to a more holistic and meaningful end for both individuals and society. (2) A critique of the analytical philosophy and positive psychology that utilize the theorizing approach to bring about a meaningful life and why adding a new course about the theory of meaning in life in the school curriculum would not be well-served for an educational purpose. (3) The implications drawn from both Confucian texts' content and form for education to bring about meaningful lives (in comparison with the theorizing approach) might require an education which ignites and guides students to establish their (normative/significant) ideals/lifelong purpose/directions in life; an education that emphasis lifelong striving for growth, down-to-earth practice in daily life, realizing wisdom and embodiment under the recognition of human limits. A pedagogy informed by the writing style that creates space and dialogue to evoke thinking and action for oneself. These discussions will set the foundation for education in terms of (4) the kind of educational questions, knowledge, contents, pedagogy, and research methods to bring about meaningful lives.
ReferencesBaumeister, R. F. (1991). Meanings of life. Guilford press.
Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9
Brännmark, J. (2003). Leading lives: On happiness and narrative meaning. Philosophical Papers, 32(3), 321–343. https://doi.org/10.1080/05568640309485130
Deresiewicz, W. (2015). Excellent sheep: The miseducation of the American elite and the way to a meaningful life. Simon and Schuster.
Frankl, V. E. (1985). Man's search for meaning. Simon and Schuster.
Kauppinen, A. (2015). Meaningfulness. In G. Fletcher (Ed.), The routledge handbook of philosophy of well-being (pp. 297-307). Routledge. https://doi.org/10.4324/9781315682266
Kronman, A. T. (2008). Education’s end: Why our colleges and universities have given up on the meaning of life. Yale University Press. https://doi.org/10.12987/9780300138160
Martela, F., & Steger, M. F. (2016). The three meanings of meaning in life: Distinguishing coherence, purpose, and significance. The Journal of Positive Psychology, 11(5), 531–545. https://doi.org/10.1080/17439760.2015.1137623
Metz, T. (2013). Meaning in life. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199599318.001.0001
McNiff, S. (2008). Art-based research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues. SAGE. https://doi.org/10.4135/9781452226545
Schinkel, A., De Ruyter, D. J., & Aviram, A. (2016). Education and life's meaning. Journal of Philosophy of Education, 50(3), 398-418. https://doi.org/10.1111/1467-9752.12146
Seachris, J. W. (2013) General Introduction. In T. Metz, J. G. Cottingham, G. Thomson, E. J. Wielenberg & J. M. Fischer (Eds.), Exploring the meaning of life: An anthology and guide (pp.1-20). Wiley-Blackwell.
White, J. (2009). Education and a meaningful life. Oxford Review of Education, 35(4), 423-435. https://doi.org/10.1080/03054980902830134
Wolf, S. (2015). The variety of values: Essays on morality, meaning, and love. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195332803.001.0001
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Participatory Planning: Preparing for Adulthood as an autistic person.
Catherine Murray
Trinity College Dublin, PhD in Philosphy, United Kingdom
Presenting Author: Murray, Catherine
Topic: Autistic life trajectories resulting from transition effectiveness
Research Question: Investigating the barriers and facilitators contributing to a successful transition from school to adulthood as an autistic person/student (AP), highlighting gender differences.
Objectives:
1) To investigate and complete a comparative analysis of the roles of transition services in Northern Ireland (NI) and the Republic of Ireland (ROI), assessing the extent responsibilities are implemented.
2) To examine student and familial expectations/experiences of transition planning/implementation prior, during and post transition from school to adulthood. The trajectory of wellbeing outcomes for students and families (e.g., mental, and physical health, relationships, finance, accommodation, education, and work), with focus on gender outcome differences, will be mapped longitudinally.
My research sets out to compare NI and the ROI (Europe) using a comparative approach. I aim to create a comprehensive overview of the issues related to an AP transitioning to adulthood and the impact of this on their life trajectories, affecting individuals in both countries. The comparison between a European country and one which has since left the European Union will also provide insight on the differences between the two contexts from the policy, legislation, and practice perspective.
Framework:
The impact of gender inequalities/disparities as AP transition to adulthood will be further understood, as an aim of this research and will be underpinned by three main theories. Bronfenbrenner’s bioecological systems theory (1) and the related model Process – Person – Context – Time will enable recognition of how trajectories of AP can be predetermined based upon gender-based issues and the quality of their transition process on life outcomes in adulthood. The framework considers developmental outcomes as a consequence of interactions between an individual and context throughout life. The Bioecological systems theory lens aptly supports us to understand the lived experiences and the effects of this most impactful transition, on AP, particularly when underpinned by longitudinal data (1).
The Schlossberg Transition Theory (2) is also pertinent; this theory argues transitions are as such if perceived so by each individual. The negative effects of transitions can be intermediated by the “4 S’s”, situation, self, support, and strategies. Situational supports include prior experience, timing, levels of stress and the duration of the transition. Self-support includes positive individual psychological well-being, emotional resilience, and personal and demographical assets. Access and disposal to external support and effective coping strategies impact the success of this transition. External support in the form of parental involvement is critical to life outcomes (3).
The self-determination theory identifies the necessity of providing opportunities throughout childhood and adolescence for AP to self-advocate developing autonomy. Self-determination should guide the transition process, reducing anxiety (4) and providing people with ownership over their lives. The precursor of self-awareness, that being understanding of one's own strengths, accommodation needs, self-belief, autonomously set goals and supportive parents is significant to transition success. The lens of self-determination theory, values self-determination as the causal link between making choices and those being heard and acted upon which is related to a quality of life, free from external intrusion (5).
Methodology, Methods, Research Instruments or Sources UsedData will be collected through a mixed method participatory approach, including quantitative questionnaires and qualitative semi-structured interviews.
Participatory research provides autistic participants (APP’s) meaningful input, leading the direction of research. This research is led by an autistic researcher, will partner with APP’s as co-creators and consult with community autism advocates. An inclusive research environment, methodologies and dissemination will ensure open access engagement for everyone.
Within project 1 quantitative questionnaires created through deductive and participatory techniques tested through a pilot study, will triangulate perspectives from transition services, AP, and their families.
A minimum of five settings in NI and five in ROI, which support transition planning will be recruited specifically. The demographic will include secondary/special schools and transition support autism charities, from rural and urban communities of various economic, political, and religious status. The questionnaire will be completed by the lead transition staff member in each setting. Cross-border research will enable open, critical, and constructive research across the island, analysing current issues, promoting a collaborative response.
From each setting, a minimum of two APs, will report on transition support awareness and what is provided from the setting they attend via a questionnaire. Student inclusion criteria includes a formal diagnosis of autism at any age prior to participation, resident in NI/ROI, without an intellectual or other disability, aged between 14-18 years, with English language fluency. Parents/guardians of each AP will also complete a questionnaire.
Once data saturation has been achieved, through content and thematic analysis, no further participants will be recruited.
Project 2 entails a longitudinal interview schedule, created through inductive and participatory techniques, piloted to ensure inclusive methodologies, and completed through qualitative semi-structured interviews with APP’s and parents.
A minimum of five APP’s and their families in the ROI and five in NI will be recruited. Five interviews will occur during the transition period per APP/family (i.e., 1 prior, 2 during, 2 post-transition) (ten interviews per household). Data saturation acquired through content analysis will signal recruitment completion.
Inclusion criteria listed in project 1 will apply to project 2 family demographics and APP’s, exceptions being an older age range between 17-20 and an even distribution of APP genders. Families should include those who have one AP and families who have experienced autism transition with an older sibling.
I will conduct interviews, transcribe audio recordings verbatim, anonymise data reducing bias during analysis, completed through NVivo software.
Conclusions, Expected Outcomes or FindingsProject 1 expectations entail unsystematic approaches and ambiguous stakeholder’ responsibilities regarding transition planning (6). Lack of evidence-based transition support for AP may exist. The role of planning and responsibilities may be indiscriminately managed by differing staff within settings. Planning arbitration may contribute to parents’ uncertainty of their role/feeling ill-prepared to support their AP (2) impacting health and wider familial issues. Lack of planning consultations with AP may lead to autonomy/self-determination regression (7), endorsing mental ill health/disempowerment and negative self-fulfilling prophecy (8).
Project 2 predictions comprise prior transition parental expectations, based on previous/lack of experience undertaking the process with an autistic/disabled sibling/s (9). Lack of transition experience may be beneficial; low expectations may encourage parental planning/advocacy, advantageous to AP’s outcomes. Contrastingly, knowledge limitations regarding support provided by settings may lead to unfulfilled planning, accumulating parental/familial stress, negatively impacting AP life outcomes.
During transition planning, familial expectations (10) and gender (11) may influence AP outcomes. Familial expectations regarding their AP’s life capabilities/ambitions may influence the direction the AP takes. Expectations could support the AP to reach their potential or infantize due to lack of resources/knowledge, irrespective of capabilities, wants, or needs. The birth gender of AP may influence support provided. Males may have acquired an earlier diagnosis, been privy to early support leading to higher levels of self-awareness/self-determination. Equally, males may have experienced victimisation (bullying/lack of beneficial support). Females comparatively may have avoided stereotyped bias/discrimination due to camouflaging/masking/lack of diagnosis but experienced mental ill health, lacked support and have lower self-awareness.
Self-awareness of strengths, accommodation needs and being able/having an advocate to communicate needs may heighten life quality post transition. Self-awareness may impact accommodation, securing an inclusive career, attendance and completion of higher education, social interest participation, management of physical and mental health needs. A poor transition likely leads to disadvantage (12).
References1.Lindsay, S., Duncanson, M., Miles-Campbell, N., McDougall, C., Diederichs, S., & Menna -Dach, D. (2018). Applying an ecological framework to understand transition pathways to post-secondary education for youth with disabilities. Disability and Rehabilitation, 40(3), 277-286.
2.Anderson, M. L., Goodman, J., Schlossberg, N. K., & Ebrary, L. (2006). Counselling adults in transition: Linking practice with theory. New York: Springer Pub, Co.
3.Crane, L., Davies, J., Fritz, A., O’Brien, S., Worsley, A & Remington, A. (2014). Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014.
4.Chandroo, A., R. (2018). A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Research in Development Disabilities.
5.Howard, I. L., Bureau, l., Guay, F., Chong I, X. Y., Ryan, R., M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science. Advance online publication.
6.Bruck, S., Webster, A. and Clark, T., 2022. Transition support for students on the autism spectrum: a multiple stakeholder perspective. Journal of Research in Special Educational Needs. 22(1):3-17.
7.Ankeny, EM., Wilkins, J and Spain, J. Mothers experiences of transition planning for their child with disabilities. Journal of exceptional children. 2009; 41(6): 28-36
8.Gaona, C., Castro, S & Palikara, O. (2019a). “I’m ready for a new chapter”: The voices of young people with autism spectrum disorder in transition to post-16 education and employment, British Educational Research Journal, 45(2), 340-355.
9.Wong, C., Odam, S.L., Hume, K.A., Cox, A.W., Fettig, A., Kucharczyk, S., et al., (2015). Evidence-based practices for children, youth and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966.
10.Seery, M. D., Holman, A. E & Cohen-Silver, R. (2010). Whatever does not kill us: cumulative lifetime adversity, vulnerability and resilience. Journal of personality and social psychology, 99(6), 1025.
11.Kirby, A., Diener, M., Dean, E., Darlington, A., Myers, A. and Henderson, J. Autistic Adolescents’ and Their Parents’ Visions for the future: How Aligned Are They? Autism in Adulthood. March 2022. 32-41.
12.Oredipe, T., Kofner, B., Riccio, A., Cage, E., Vincent, J., Kapp, S. K., Dwyer, P., & Gillespie-Lynch, K. (2023). Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students. Autism, 27(1), 200–212.
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