Information

docx

School

Ball State University *

*We aren’t endorsed by this school

Course

619

Subject

Psychology

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by DoctorGorillaPerson3938

(1) Cassidy, S. A., Gould, K., Townsend, E., Pelton, M., Robertson, A. E., & Rodgers, J. (2019). Is camouflaging autistic traits associated with suicidal thoughts and behaviours? Expanding the interpersonal psychological theory of suicide in an undergraduate student sample. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-019-04323-3 We could discuss stimming and the ethical implications of trying to adjust that for those with autism. Examples against our argument: Some examples of the opposing argument are that stereotypy can be a distraction if the child isn’t able to sit still this could damage their ability to learn. A lack of eye contact could lead to social communication issues. This graph is an example of multiple stereotypies such as hand flapping, ear holding, jumping, mouthing, spinning, etc. and how providing treatment for them All participants' stereotypic topographies included hand flapping or waving, finger tapping or flicking, and body rocking. Jon and Patrick also engaged in ear holding or twisting, spit play, jumping, body or object pressing, mouthing, and spinning objects in a nonfunctional manner. Patrick also positioned or contorted his hands in front of his face It could make public outings such as shopping or eating out difficult so finding an alternative less distracting thing to do besides stim such as using a pop it instead of finger snapping would be move beneficial. Stimming can also lead to lack of socializing because it seems odd to others because they don’t understand it, thus leading to difficulties with work, family, and friend relationships. Examples against: Not stimming how they are comfortable and being forced to find alternatives that are deemed more appropriate to society but are less stimulating to them could cause more harm than good. it could lead to development of maladaptive behavior or increase. In a school setting they will be in areas where they will either have a 504 and IEP plans and more than likely be in a special education setting so these things won’t be a bother to others. Attempting to block and prevent stimming could lead to aggressive behavior due to being prevented from seeking the stimulation they are being kept from getting to help them emotionally regulate their self, or even just for fun. We let neurotypical people play in the dirt for fun, dance, play on playgrounds, swim, etc. How is letting someone stim, any different. If we focused more on teaching neurotypical people about stimming, and Autism in general then the stimming would be more understood, leading those of family, friend, and in work settings to be more accepted and not looked at as odd, just a part of that person. Its no different than the acceptance we have developed over those who have dyslexia and/or OCD. All providing therapy for stimming is doing is teaching

them to mask the things they need to process the world around them and be more “normal” and that leads to anxiety trying to make sure no one thinks they are weird, and depression. It takes a toll on them physically, mentally, and emotionally and could lead more self-harm and suicide rates. All for something as small as stimming. My daughter is a prime example, she is 4 and has ASD, she is constantly stimming, wiggling her hands, spinning, running, walking on tippy toes, fascinated with lights and sounds, tapping her fingers, flapping her hands, etc. any time I stop her or prevent her from doing those things she gets very disoriented and has a hard time being able to accomplish anything or process anything I say. Stimming is their normal. Are we trying to turn them into “normal non-autistic” people to better fit in with society, or are we generally trying to help them function on a level where they don’t hurt themselves or others? (Article 1) ( The indirect effect of autistic traits on lifetime suicidal behaviour through camouflaging and perceived burdensomeness was not statistically significant ( b = .004 BCa CI [− .011, .016]), and neither was the path between autistic traits and lifetime suicidal behaviour through camouflaging ( b = .015 BCa CI [− .007, .041]). However, the path between autistic traits and lifetime suicidal behaviour through perceived burdensomeness was significant ( b = .23 BCa CI [.003, .048]) (Fig. 1 c). In conclusion, results replicate and expand previous findings, showing associations between autistic traits and social camouflaging with suicidal thoughts and behaviours in autistic and non-autistic people. For the first time, results suggest that people with high autistic traits in the general population, tend to camouflage these traits in social situations, which may increase feelings of thwarted belonging and in turn risk of suicidal thoughts and behaviours. These results are consistent with the IPTS, and expand and increase the applicability of this theory to understanding and predicting suicidal thoughts and

behaviours in both autistic and non-autistic people.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Related Documents

$R09GPEY.doc

Case Presentation Template 2.docx

Case Study Older Adult .docx

Movie Reflection Billy the Kid.docx

Causes Of Marital Conflicts Among Young Married Christian Couples In Kahawa West Nairobi County.docx

MGT 517 Week 4 Midterm.docx

5 - Copy - Copy.docx

Night Stalker.edited.docx

module 3.docx

_912231__3_.docx

image (82).png

Paper instructions.docx

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning