Many individuals with autism also have intellectual disabilities, which can further impact their cognitive and adaptive functioning.
Autistic individuals may struggle with understanding social cues, maintaining eye contact, and engaging in reciprocal conversations. They might also have sensory sensitivities and prefer structured routines.
These characteristicscan affect relationshipswith family members, peers, and others, potentially leading to misunderstandings or communication breakdowns.
However, with understanding and support, individuals with autism can form meaningful connections and relationships, regardless of their specific challenges or abilities.
Key Points
Rationale
Previous research has primarily focused on quantitative measures of sibling relationships in families with autistic members, often from a maternal perspective (Phelps et al., 2009; Smith et al., 2010).
The next step in advancing knowledge in this field is to investigate how autism impacts sibling relationships from the perspective of the siblings themselves, particularly adolescents.
This approach allows for a more holistic understanding of family dynamics and can inform the development of targeted interventions and support strategies.
Method
The interviews were semi-structured, focusing on topics such as sibling relationships, interactions, communication, and the positives and challenges of having an autistic sibling.
This method allowed for the identification, analysis, and presentation of themes derived from the dataset. The researcher employed reflexive practices throughout the research process to mitigate potential bias.
Sample
The study included 10 participants (6 females, 4 males) aged 15-18 years from 10 different families in Canberra, Australian Capital Territory.
All participants had an autistic sibling aged 15-19 years. Eight participants were from two-parent families, and two were from single-parent families.
Results
The study identified several key themes:
1. Getting Along: Maintaining Positive Relationships Despite Challenges
All siblings reported positive aspects of their relationships with autistic siblings, expressing love and care despite challenges. Many described enjoyable interactions and shared activities.
Amandi shared: “Me and my brother, we love each other. We actually get along really well.”
2. Not Just a Sibling but a Carer Too: The Dual Role of Siblings
Nearly half of the participants described taking on caregiving responsibilities, particularly sisters of autistic brothers with intellectual disabilities. This dual role often extended into concerns about future care responsibilities.
Amandi explained: “I automatically shift into a caring role, but not in a bad way. Not like I’m just his carer and not his sister.”
3. Aggression and Frustration: Navigating Challenging Behaviors
Most siblings reported experiencing aggressive physical or verbal behaviors from their autistic siblings. These behaviors often led to frustration and required siblings to develop coping strategies.
Sarah described: “Sometimes my sister, she’s angry, so sometimes I’m scared to say anything to her.”
4. Time Together and Time Apart: Balancing Interaction and Self-Care
Siblings often needed time apart from their autistic siblings to cope with challenging behaviors or avoid conflicts. Many expressed a desire for more peaceful interactions.
Martina explained: “When [my autistic brother] is not in the right headspace it’s hard to talk to him and try to get him in the right headspace. I usually go to my room, so he doesn’t think that I’m a part of it.”
Insight and Depth
This study provides valuable insights into the complex dynamics of sibling relationships in families with autistic adolescents.
It highlights the multifaceted nature of these relationships, which often involve a mix of love, frustration, caregiving, and the need for personal space.
The research also sheds light on the gendered nature of caregiving roles, with sisters often taking on more responsibilities, especially when the autistic sibling is a brother with intellectual disabilities.
Strengths
This study had several methodological strengths, including:
Limitations
This study also had several methodological limitations, including:
Implications
The findings have significant implications for family practice and support services:
Conclusion
This study provides valuable insights into the complex relationships between autistic adolescents and their siblings.
It highlights the need for a nuanced understanding of these relationships, which often involve a mix of love, frustration, caregiving, and the need for personal space.
Future research should explore these dynamics in more diverse populations and from multiple family members’ perspectives. Additionally, longitudinal studies could provide insights into how these relationships evolve over time.
Understanding and supporting sibling relationships in families with autistic members is crucial for promoting overall family well-being and ensuring that all family members’ needs are met.
References
Primary reference
Trew, S. (2024). Close relationships despite the challenges: Sibling relationships and autism.Journal of Autism and Developmental Disorders.Advance online publication.https://doi.org/10.1007/s10803-024-06412-4
Other references
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.Qualitative Research in Psychology,3(2), 77–101.https://doi.org/10.1191/1478088706qp063oa
Phelps, K. W., McCammon, S. L., Wuensch, K. L., & Golden, J. A. (2009). Enrichment, stress, and growth from parenting an individual with an autism spectrum disorder.Journal of Intellectual & Developmental Disability,34(2), 133–141.https://doi.org/10.1080/13668250902845236
Smith, T. (2010). Early and intensive behavioral intervention in autism. In J. R. Weisz & A. E. Kazdin (Eds.),Evidence-based psychotherapies for children and adolescents(pp. 312–326). The Guilford Press.
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
