Exploring Effects of Participation in Group Social Skills Interventions on the Self-Esteem of Autistic Youth

• Author / Creator

  Klassen, Sheri

• Autistic youth commonly participate in Group Social Skills Interventions (GSSIs) as social-communication difficulties are a core component of their diagnosis. In these groups, autistic youth spend many weeks gaining knowledge about neurotypical social expectations. However, the evidence for GSSIs to improve social competence is modest and inconsistent, and there is questionable meaningful impact on their daily lives outside the treatment setting. Autistic adults, as well as some researchers, suggest that behavioral interventions that are based on normative expectations, including GSSIs, are part of the normalization agenda, and may have long-term negative effects on mental health. How participation in a GSSI affects well-being, including self-esteem, is largely unexplored. Taking lessons learned from the autistic community who have raised concerns about potential harmful effects of early versions of behavioral interventions and who call to celebrate autistic differences, this study explores the impact of participating in a GSSI on the self-esteem of autistic youth. Semi-structured interviews were conducted with ten autistic youth to explore how participating in a GSSI within the last year influenced their self-esteem. Drawing on critical disability theory and through an inductive approach guided by Interpretive Description and Thematic Analysis, three major themes were identified: (1) Explicit and Implicit Teachings, (2) Balancing Authenticity and Camouflaging: Impact of PEERS on Self-Esteem, and (3) Navigating the Self. A call for clinicians and researchers to consider a more nuanced, sensitive approach to managing social differences in autistic youth is discussed.

• Subjects / Keywords

  • autistic youth
  • social skills interventions
  • self-esteem
  • camouflaging
  • neurodiversity

• Graduation date

  Spring 2024

• Type of Item

  Thesis

• Degree

  Master of Science

• DOI

  https://doi.org/10.7939/r3-2rh7-7x61

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.