Literaturnachweis - Detailanzeige
| Autor/inn/en | Tomas, Vanessa; Kingsnorth, Shauna; Kirsh, Bonnie; Anagnostou, Evdokia; Lindsay, Sally |
|---|---|
| Titel | Using the COM-B Model and Theoretical Domains Framework to Understand Workplace Disclosure Experiences, Influencers, and Needs among Autistic Young Adults |
| Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 12, S.4772-4786 (15 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Tomas, Vanessa) ORCID (Kingsnorth, Shauna) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-022-05766-x |
| Schlagwörter | Work Environment; Self Disclosure (Individuals); Autism Spectrum Disorders; Young Adults; Decision Making; Attitudes; Self Concept; Occupational Aspiration; Employees; Employers; Inclusion |
| Abstract | For autistic young adults, deciding whether to disclose their autism at work is complex. Minimal research explores what they need to support disclosure and what influences decisions. To understand disclosure needs and influencers, we explored (i) disclosure decision-making experiences and (ii) perceptions of the disclosure process among autistic young adults. We conducted focus groups using the Capability, Opportunity, Motivation, Behaviour Model and Theoretical Domains Framework (TDF). We analyzed data from 23 participants and mapped onto the TDF to develop five themes: (1) workplace environment, (2) perceptions of disclosure outcomes, (3) personal factors and identity, (4) disclosure-related ambitions and determination, and (5) know-hows of disclosure. Future work should prioritize developing disclosure decision-making supports and investigate employer roles in fostering inclusive workplaces. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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