Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted EXPLORING HOW MEDIA AND FILM PORTRAY THE SOCIAL LIFE OF AUTISTIC PEOPLE(University of Essex, 2024-09-13) Alowa, Rayan; Busfield, JoanThis research highlights gaps in literature by exploring how fictional and non-fictional media portray the life trajectories of autistic people by examining the primary objectives in movies, TV shows, and documentaries. This research uncovers contradictions and stigmatization of autistic individuals, comparing these portrayals to existing literature. It highlights topics such as autistic adults navigating university life, transitioning to work, and forming intimate relationships. This research fills a gap within the literature, as this type of objective analysis has not been previously conducted in an academic setting. Through discourse analysis, the research explores how both fictional and non-fictional media shape social norms and generate stigma toward the autistic community. Unlike current literature, which focuses on why people on the autism spectrum1 are portrayed stereotypically, this research evaluates how they are depicted in fictional media using DSM-5 diagnostic criteria. Nine movies, TV shows, and documentaries were selected based on specific criteria, including representing at least one autistic character, to evaluate how they are depicted on TV. The research follows themes of a pre-established formula by Dr Baker (2008) known as “The Autistic Formula” to guide the evaluation of autism depiction of stereotypes in fictional media. Thus, by understanding how autistic individuals are portrayed in fictional media, this research sheds light on the social life experiences of autistic people.18 0Item Restricted The Knowledge of Autism Spectrum Disorder Among Male and Female Public Education Teachers in Jeddah, Saudi Arabia.(Nottingham Trent University, 0024-07) Alobaidi, Batool; Dillon, GayleThis study investigated teachers' knowledge of autism spectrum disorder (ASD) in Jeddah, Saudi Arabia, and examined what factors influenced the knowledge that teachers had. In Saudi Arabia, ASD is common but often diagnosed late (Hayat et al., 2019). This highlights the need to assess teachers' ASD knowledge, as they are well-positioned to notice signs of ASD. Understanding teachers' awareness can guide targeted training programs, improving early detection and support for students with ASD. Participants included 197 male and female teachers from public schools who completed the Autism Spectrum Knowledge Scale-General Population (ASKSG, 2019) and the Knowledge about Childhood Autism among Health Workers (KCAHW, 2008) scale. The findings revealed that participants demonstrated an average level of knowledge across both scales, scoring below average on the ASKSG but above average on the KCAHW, suggesting a potential gap in understanding ASD. Teachers with prior contact with individuals with ASD spectrum exhibited significantly higher ASD knowledge compared to those without such exposure, underscoring the impact of firsthand experience. Contrary to expectations, no significant differences in ASD knowledge were found based on gender, teaching experience, or school level taught between all educational levels, be it primary, secondary, or high school. The results aligned with previous regional studies (Alharbi et al.,2021; Otaif et al.,2019) documenting weak to moderate ASD knowledge among Saudi Arabian educators. Due to the findings from previous studies in Saudi Arabia until this study, which find that teachers' ASD knowledge has not improved, the study accentuates the pressing need for intensified and reinvigorated ASD training initiatives tailored to teachers, emphasising immersive, experiential learning modalities. By addressing the identified knowledge gaps and recognized limitations, further research efforts can help to provide a comprehensive understanding of teachers' knowledge of ASD. These studies will help to develop comprehensive and tailored programs to provide teachers with the knowledge needed to support children with ASD best.8 0Item Restricted Child with ASD in the Emergency Department: A Critical Integrative Literature Review of ASD Child and Family Experience(Queen's University Belfast, 2024-07-02) Alzubaidi, Salwa; Corkin, DorisBackground: The Emergency Department (ED) serves as a crucial space for urgent medical care, grappling with challenges like overcrowding, extended waiting times, and communication barriers, affecting both patients and professionals globally. Despite efforts, the ED remains strained with medical emergencies. Simultaneously, Autism Spectrum Disorder (ASD) prevalence has risen significantly, leading to increased utilization of ED services by individuals with ASD, who often present with complex needs. Addressing these challenges requires a patient and family-centred approach, emphasizing communication, informed decision-making, and collaboration between healthcare providers and families. However, implementing such an approach in the fast-paced ED environment remains challenging, compounded by varying healthcare providers’ knowledge and attitudes towards neurodevelopmental disorders. Aim: This study aims to highlight ASD children and their families’ experiences in ED settings, identifying specific aspects within the ASD child-ED interaction and provide actionable insights, to meet their needs effectively. Methods: A critical integrative review of literature carried out to characterize the experiences of autistic children in ED, in order to identify ways to enhance their interactions for improved care. Utilizing the PRISMA checklist, a systematic search of five electronic databases and hand searches conducted, for studies published between 2013 and 2023. Eligibility criteria developed based on the PICOS framework, ensuring relevance and quality. Results: Thematic analysis identified four dimensions of experiences in the ED for children with ASD. Insights from each dimension drawn into a roadmap of 6 blocks, informing strategies for improving the ED environment, enhancing staff training, optimizing healthcare delivery, and identifying areas for research to better support the autistic child and their family, throughout their overall experience in the ED. Conclusion: Despite available evidence of resources to enhance ASD care, persistent obstacles and challenges exist, with a pattern of information needed by the family. Data is key and relevant to support the organisation of sources that will enhance the experiences of children and their families within the ED environment.13 0