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Self-compassion is a gentle way of relating to oneself, linked to a host of mental health benefits in non-autistic people. Although many autistic individuals report high anxiety and depression symptoms, no research to-date has examined the self-compassion experiences of autistic individuals and determined if self-compassion is associated with psychopathology. Therefore, the purpose of the current study was to address this research gap. The participants (153 autistic and 93 non-autistic adults) completed on online survey and 11 autistic participants were also interviewed. Autistic participants reported significantly lower self-compassion than non-autistic adults, and in both groups, those with higher self-compassion reported higher psychological wellbeing and lower depression symptoms. Demographic predictors of self-compassion were identified. These findings have both clinical and research implications.

People thrive in compassionate environments. For autistic people, their environments are often non-conducive to care and support. We propose that cultivating autistic people's self-compassion may be an antidote to the mental health difficulties arising from environmental causes. The current study aimed to pilot a self-guided online self-compassion program for autistic adults to assess its feasibility, acceptability, and outcomes related to completing this program. The program was co-produced with autistic individuals. Thirty-nine autistic adults aged 20–77 years (M age = 45.28, SD age = 11.92) completed the online program. They also provided feedback about their self-compassion practices every week. They completed pre- and post-intervention online surveys measuring self-compassion, symptoms of anxiety and depression, positive and negative affect, emotion regulation difficulties, and psychological well-being. As hypothesized, there were significant group improvements in all outcome measures. Preliminary results suggest that the program is feasible and accepted by participants. Approximately half of the autistic participants reported experiences of backdraft, which are adverse reactions associated with self-compassion practices. Based on our findings, we provided clinical recommendations on how self-compassion can be taught to autistic adults. Self-compassion is when we are aware of our feelings and thoughts, are friendly toward ourselves, and realize everyone feels pain and makes mistakes. Self-compassion is associated with having better mental health and well-being in autistic and non-autistic people. But we do not know if autistic people's self-compassion can be improved through psychoeducation and self-compassion practices. We co-produced an online self-guided self-compassion program based on evidence-based self-compassion practices for autistic adults called the Self-compassion Program for Autistic Adults. This program included live-experiences videos of autistic adults reflecting on their self-compassion and self-critical experiences. This study piloted the program with 39 autistic adults. We wanted to see if these autistic adults' self-compassion, emotion regulation, mental health, and psychological well-being improved after completing this program. We found that the autistic participants' self-compassion, emotion regulation, mental health, and psychological well-being improved significantly after completing the program over 5 weeks. We also found that just over half of the participants reported experiencing negative reactions associated with self-compassion practices. We suggested some clinical implications, including a recommendation for emotion regulation interventions to incorporate self-compassion to help promote access to the affiliative system. In addition, autistic adults who are psychologically vulnerable may need to work with mental health professionals while developing self-compassion to help manage the possible negative reactions associated with some self-compassion practices. [ABSTRACT FROM AUTHOR]

Every 15 minutes in the US, an infant exposed to opioids is born. Approximately 50% of these newborns will develop Neonatal Opioid Withdrawal Syndrome (NOWS) within 5 days of birth. It is not known which infants will develop NOWS, therefore, the current hospital standard-of-care dictates a 96-hour observational hold. Understanding which infants will develop NOWS soon after birth could reduce hospital stays for infants who do not develop NOWS and decrease burdens on hospitals and clinicians. We propose noninvasive clinical indicators of NOWS, including newborn neurobehavior, autonomic biomarkers, prenatal substance exposures, and socioeconomic environments. The goals of this protocol are to use these indicators shortly after birth to differentiate newborns who will be diagnosed with NOWS from those who will have mild/no withdrawal, to determine if the indicators predict development at 6 and 18 months of age, and to increase NOWS diagnostic sensitivity for earlier, more accurate diagnoses. [ABSTRACT FROM AUTHOR]

As mental health concerns coupled with inadequate supports have been described as reaching crisis proportions in autistic people, there is a pressing need for accessible and effective support systems. While self-compassion has shown various benefits in the general population, its application in supporting autistic individuals remains limited. This study investigated the experiences of 39 autistic adults who participated in an autism-specific online self-compassion program. The program included a series of five modules which incorporated psychoeducation, meditation, and self-reflective exercises that were completed over a 5-week period. Qualitative data was collected through weekly check-ins and a post-program survey, which underwent thematic analysis through the lens of an autistic researcher resulting in four key themes: the positive impact of self-compassion, challenges faced during the program, recognizing self-compassion as a journey, and the value of program adaptations. These findings shed light on the experiences of autistic adults engaging with self-compassion interventions, highlighting both the benefits and barriers they encountered. The study underscores the importance of developing tailored interventions that consider the unique needs and perspectives of autistic individuals to promote improved mental health outcomes and foster inclusivity. Autistic people often struggle to find the right support for their mental health. We wanted to change that by trying a new approach to help autistic adults with their emotions and well-being. We focused on something called "self-compassion," which is a way of being kind and understanding toward ourselves. This approach has worked well for many people, but we didn't know if it would work for autistic individuals. We invited 39 autistic adults to join an online program that taught them about self-compassion. The program lasted 5 weeks and included educational materials, meditation exercises, and self-reflection activities. We asked the participants for feedback each week and at the end of the program. From their responses, we discovered four important things. First, self-compassion had a big positive impact on the well-being of autistic adults. Second, they faced some challenges during the program. Third, they saw self-compassion as a journey that takes time and practice. Finally, they described how they valued changes to help autistic people engage with the program. Our findings show that self-compassion can really help autistic adults. We learned about the benefits they experienced and the difficulties they faced. Most importantly, we found that personalized support is crucial for autistic individuals. By creating programs that consider their specific needs, we can improve their mental health and make their lives better. [ABSTRACT FROM AUTHOR]

In the United States, as in most of the Global North, disability has historically been regarded as a deficit, requiring clinical intervention, professional oversight, and special schooling. This ideology, referred to as ableism, is linked with settler colonialism and the matrix of oppression that upholds racial capitalism. The aims of this paper are twofold: First, we examine the correlation among normative whiteness, racialized exploitation, and the depiction of disabled Black, Indigenous, and People of Color (BIPOC) as disposable others. Second, we employ a joint biopolitical and settler colonial analysis to re-examine US special education drawing on our experiences as disabled, critical disability studies scholars—two of whom are negatively racialized and two of whom are queer. Finally, we draw upon the principles of Disability Justice and Access-Centered Pedagogy to formulate recommendations for an alternative to segregated education for all students, centering the experiences of those disproportionately impacted by systemic oppression. [ABSTRACT FROM AUTHOR]

Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of intersectionality-focused anti-racist and anti-ableist teachers and teacher educators. Centering the knowledge of disabled activists, poverty scholars, and community scholars in partnership with educational professionals, we introduce Disability Centered Culturally Sustaining Pedagogies (DCCSPs), a conceptual framework and pedagogical application integrating Disability Critical Race Theory and culturally sustaining pedagogies in teacher education. We outline the critical need for this theory in teacher education in the United States and globally, opportunities for practical integration, and conclude with future directions. [ABSTRACT FROM AUTHOR]