Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder
Total Page：16
File Type：pdf, Size：1020Kb
Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder by Jason Manett A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto © Copyright by Jason Manett 2020 Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder Jason Manett Doctor of Philosophy Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto 2020 Abstract This study examined the social experiences and understandings of friendship of postsecondary students with autism spectrum disorder (ASD). Ten students from Ontario postsecondary institutions participated in semi-structured interviews and data were analyzed according to the principles of modified grounded theory. Participants’ responses indicate that they had conventional understandings of friendship that included compatible interests and aspects of intimacy. They expressed confidence about their strengths, personalities, and social abilities, and were motivated to develop and maintain friendships and participate in social activities with their peers. They also described experiencing communication challenges and difficulty engaging in various social environments. Participants positioned themselves as “somewhere in the middle” of peers with and without ASD in terms of social functioning, viewed supports as appropriate for others with ASD but not themselves, and employed strategic approaches to socializing in order to balance their desire for social connection with the impacts of the challenges that they experienced. They described areas ii of satisfaction and dissatisfaction or ambivalence with regard to their social lives. They expressed positive views about their friends, social activities, and ability to manage social situations, and described feelings of discomfort, concerns about making social errors, being evaluated negatively by others, the number of friends they had and how much time they spent with them. Participants’ descriptions revealed two pathways in terms of context selection, social engagement, and satisfaction that correspond with gender. Females prioritized maintaining contact with friends from before postsecondary and described higher levels of social engagement and satisfaction than males who emphasized socializing with peers from postsecondary. The relationship between context selection and level of social engagement on satisfaction was mediated by actively pursuing social goals and having a gradual approach to social development. The findings of this study have implications for research, advocacy, and support provision. These include the importance of accounting for differences among individuals with ASD in terms of their experiences, perspectives, skills, and goals, and the extent to which they identify with their diagnoses. Supports may also vary in relation to characteristics such as gender and cognitive abilities, and factors such as life stage and environmental contexts. iii Acknowledgements The process of completing this dissertation and PhD program has taken slightly more than 10 years and has contributed to this being one of the top five most challenging decades of my life. I appreciate the many people who have influenced, tolerated, and supported me prior to and during this time. I am grateful to the members of my committee who accidentally completed a hybrid marathon- relay race. I wish to thank Michel Ferrari who agreed to complete the anchor leg. Words cannot express how thankful I am to Patricia Harris, Barbara Muskat, and Judith Wiener. Thank you for your ongoing support, insights, suggestions, and endurance. I apologize for delaying your retirements. I also acknowledge (and shake my fist at) Esther Geva for encouraging me to apply to the doctoral program in the first place as well as Eric Helleiner, Deborah White, and the late Morgan Baker, who I was fortunate to learn from during my undergraduate studies at Trent University and graduate studies at the University of Victoria. I am grateful to my colleagues at Camp Winston, the Redpath Centre, and Accessibility Services at the University of Toronto. I have been influenced by many colleagues, but Denise Fruchter, Patricia Harris, Carolyn Heil, Pearl Levey, Jane Rothschild, and Kevin Stoddart warrant specific mention. Each of you has trusted me to grow into the roles that I have been blessed to have. You have mentored me with direct instruction, by example, by providing the space to make and learn from mistakes, and by challenging me to acknowledge my strengths and improve upon my weaknesses. You have each done so much to improve the experiences of the campers, clients, and students who you support. Working alongside you has been an honour and has inspired me personally, professionally, and intellectually. I am grateful to my mother, Marcia David, who has been a constant source of love and support, as well as Debra, Pearl, and Sol David. Any success that I have had as an adult would not be possible without Aviva Wade, whose selfless willingness to take me in still astounds and humbles me. I am also indebted to Simon Kalkstein -- a father figure and friend who has played a major role in my personal life, shaped my moral and intellectual development, and inspired my academic and professional pursuits. iv I am thankful to my wife, Anne Kobayashi, and children, Matti and Mikko, who have made enormous sacrifices that have allowed me to pursue my academic and professional goals. I am also thankful to my mother-in-law, Betty Kobayashi, for her support and the motivation inspired by her inimitable way. I would also like to thank Daniel Alexander, Christine Boucher, Min Kang, and Mike Meth for their friendship, and to acknowledge Cameron Disch, my best friend from childhood. We may not be in contact, but I think of you often and your influence endures. I also wish to acknowledge an anonymous donor who provided substantial financial assistance during my undergraduate studies as well as Ron and Nancy Clark who created the Clark Bursary Fund to assist youth in care and former crown wards in Ontario to pursue their academic and career goals. Your generous financial support allowed me to develop the skills required to succeed academically and professionally. Finally, this dissertation is dedicated to the campers, clients, families, and students with ASD, including the students who participated in this study and members of the Social Association for Students with Autism (SASA), who I have known over the years. Thank you for trusting me enough to work with and for you, for sharing your time and experiences with me, for the laughter, debate and conversation, and for all that you have taught me. My hope is that this dissertation reflects the respect and admiration that I have for you. v Table of Contents Acknowledgements ...................................................................................................................... iv List of Tables ............................................................................................................................... xii List of Figures ............................................................................................................................. xiii List of Appendices ...................................................................................................................... xiv Foreword: Identity Versus Person-First Language ..................................................................xv Chapter 1: Introduction ................................................................................................................1 1.1 Purpose ..............................................................................................................................1 1.2 Description of the Study Problem .....................................................................................1 1.3 Research Questions ...........................................................................................................3 1.4 Organization of the Dissertation ........................................................................................4 Chapter 2: Literature Review .......................................................................................................5 2.1 Friendship ..........................................................................................................................5 2.1.1 Behavioural Components of Friendship ................................................................6 2.1.2 Functions of Friendships .......................................................................................6 2.1.3 Gender ...................................................................................................................7 2.1.4 Age ........................................................................................................................8 2.1.4.1 Childhood and pre-adolescence ....................................................8 2.1.4.2 Adolescence and young adulthood ....................................................9 2.1.5 Complex Social Dynamics ..................................................................................10 2.1.5.1 Gossip ....................................................................................................10