Components of Resilience in Upper-Grade Elementary School Students with Autism Spectrum Disorders

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K21476
• Project/Area Number (Other): 18H06397 (2018)
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund (2019); Single-year Grants (2018)
• Review Section: 0908:Society medicine, nursing, and related fields
• Research Institution: Tokiwa University
• Principal Investigator: umino kiyomi 常磐大学, 看護学部, 助教 (80824242)
• Project Period (FY): 2018-08-24 – 2022-03-31
• Keywords: 自閉症スペクトラム障害 / レジリエンス / 思春期

Outline of Final Research Achievements

The study participants are fifth-grade elementary school students who were diagnosed with ASD and who attend a regular school. In the interview, they were asked to describe how they recognized their own habits and characteristics, what problems they faced in their daily lives and how they deal with them, and what they expected and worried about regarding the future. The interview data was analyzed qualitatively by creating a literal record from the data, which was encoded.
The components of resilience this study found in children with ASD were, "favorite things," "his/her own personality," "things he/she is not good at but comes to like," and "things he/she wants to work harder at" in the "I am" category; "things he/she is good at" and "things he/she is struggling with" in the "I can" category; and "the presence of friends," "relationships with friends" "actions taken to deal with problems," and "future dreams" in the "I have" category.

Free Research Field

発達障害　小児看護

Academic Significance and Societal Importance of the Research Achievements

小学校高学年のASDの子供のレジリエンスの要素を明確化したことにより，協力者においては，自己全体に対して向けられる評価については理解が進んでおり，他者との違いや自己の良い点にも十分気付きを得られており，情緒発達において年齢相当の発達過程にいる事がわかった。また，ASDの子どもは，苦手な事，出来ない事がある自分をありのまま受け入れつつある状態であったが，他者と違って今の自分がそれでよいといった自己尊重までは行きついていなかった。そのため，自己理解を促すようなかかわりが必要であり，レジリエンスの構成要素より，子供の問題行動に着目するのではなく，強みに着目し肯定的な介入が重要であると考える。