̽��ֱ�� of Cambridge - Jenny Gibson

Autistic perspectives sought for new study on comics and inclusion

tdk25 — Thu, 23 Jan 2025 09:05:53 +0000

̽��ֱ��study will lead to new guidance encouraging both the comics industry and enthusiasts to make comics communities better places for neurodivergent fans and artists. It is being led by academics at the ̽��ֱ��’s Faculty of Education and will begin this month with an open, online survey aimed at autistic comics fans.

Research by the Comics Cultural Impact Collective (CCIC) – which will also be part of the collaboration – indicates that hundreds of young people self-identifying as neurodivergent are involved in Britain’s comics community, either as fans or creators.

̽��ֱ��CCIC also suggests, however, that neurodivergent enthusiasts often find spaces like fan conventions, comic book stores, online communities and the comics industry less than welcoming, and frequently feel ‘siloed’. How to address that – and what it is about comics that attracts so many autistic people in the first place – have never been fully explored.

̽��ֱ��online survey will begin to answer these questions by collecting information from autistic comics fans and creators. Professor Jenny Gibson, an expert in neurodiversity and autism and one of the project’s academic leads, described it as “kick-starting a wider conversation about comics and autism”.

“Comics seem to have massive appeal for a surprising number of autistic people, and many of them are not just fans but enormously talented cartoonists, artists and illustrators,” Gibson said.

“This is something the comics community is increasingly aware of, and there is a lot of enthusiasm for becoming better allies for autistic people. What we lack is information about how we can best do that, partly because we don’t know enough about the perspectives and experiences of autistic comics enthusiasts.”

̽��ֱ��project is called ‘ ̽��ֱ��Collaboration for Comics and Autism’. As well as the CCIC, Gibson and co-lead Dr Joe Sutliff Sanders will be working with the Lakes International Comic Art Festival, Dekko Comics (a specialist publisher supporting neurodivergent learners), the Association of Illustrators, the Quentin Blake Centre for Illustration and autistic cartoonists Bex Ollerton and Eliza Fricker.

Beyond this, they want to involve as many autistic artists and fans as possible by gathering their experiences of engaging with comics culture and of the opportunities and barriers they have encountered.

Various explanations have been proposed for why comics seem to have such appeal for autistic people. Dekko Comics argues on its website that many autistic young people, who may often find verbal communication challenging, respond positively to the clear and accessible sensory material in comics, which may be an important bridge between their inner and outer worlds. Research by Dr Neil Cohn suggests that over 90% of children with autism spectrum disorder and language disorders enjoy comics, compared with about 60% of neurotypical children.

Comics and art also provide many autistic people with a valuable outlet for self-expression. ̽��ֱ��Cambridge project, for example, originated from a workshop at the People’s History Museum in Manchester for autistic comics artists, which Gibson and Sanders co-led with the editor of Sensory: Life on the Spectrum, an anthology by dozens of autistic creators.

Sanders, a leading comics scholar, also highlights the richly detailed imaginative world of comics in which fans immerse themselves, often becoming aficionados in the process. This may mean comics are particularly well suited to helping autistic people satisfy psychological needs that we all share, such as the need for a sense of belonging, competence, and having control over our own lives.

“Comics have the power to spark a particular kind of obsession and passion among fans,” Sanders said. “They enable a sort of flow state; that pure joy that comes from losing yourself in something that you find interesting and engaging. They are almost ready-made for accumulating knowledge and sharing it with like-minded people who will really value what you have to say.”

“ ̽��ֱ��problem is that, like so many other parts of society, fan conventions and communities – and the comics industry as a whole – can sometimes inadvertently brush aside neurodivergent people. We need to understand what we can do differently in order to make this world as inclusive and accessible as possible.”

̽��ֱ��results of the online survey will provide the basis for a series of workshops in Cambridge later this year, during which artists, fans and people involved in the industry will begin to develop a best-practice guide for autistic inclusion.

Gibson and Sanders plan to launch it at the Lakes International Festival in September. ̽��ֱ��guide will also be distributed to a wider network including fan groups, publishers, galleries and professional bodies. It will be released as a comic book, and its impact will be tested through a follow-up survey so that it can be refined as necessary in future editions.

“Too often the question of how to support autistic people is addressed from a deficit perspective, as if the problem is that they lack neurotypical skills,” Gibson said. “This project will flip that perspective. By learning more about how autistic fans connect with comics, we will begin to understand what we can do differently to make the most of their knowledge, talents and enthusiasm.”

See the initial survey for ̽��ֱ��Collaboration for Comics and Autism.

Autistic people in the UK are being invited to participate in a ̽��ֱ�� of Cambridge-led project exploring the uniquely powerful connection between autism and comics.

Too often the question of how to support autistic people is addressed from a deficit perspective

Prof Jenny Gibson

Clare Mackenzie

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes

Pre-school play with friends lowers risk of mental health problems later

tdk25 — Tue, 14 Jun 2022 00:00:00 +0000

Researchers at the ̽��ֱ�� of Cambridge analysed data from almost 1,700 children, collected when they were aged three and seven. Those with better peer play ability at age three consistently showed fewer signs of poor mental health four years later. They tended to have lower hyperactivity, parents and teachers reported fewer conduct and emotional problems, and they were less likely to get into fights or disagreements with other children.

Importantly, this connection generally held true even when the researchers focused on sub-groups of children who were particularly at risk of mental health problems. It also applied when they considered other risk factors for mental health – such as poverty levels, or cases in which the mother had experienced serious psychological distress during or immediately after pregnancy.

̽��ֱ��findings suggest that giving young children who might be vulnerable to mental health issues access to well-supported opportunities to play with peers – for example, at playgroups run by early years specialists – could be a way to significantly benefit their long-term mental health.

Dr Jenny Gibson, from the Play in Education, Development and Learning (PEDAL) Centre at the Faculty of Education, ̽��ֱ�� of Cambridge, said: “We think this connection exists because through playing with others, children acquire the skills to build strong friendships as they get older and start school. Even if they are at risk of poor mental health, those friendship networks will often get them through.”

Vicky Yiran Zhao, a PhD Student in PEDAL and first author of the study added: “What matters is the quality, rather than the quantity, of peer play. Games with peers that encourage children to collaborate, for example, or activities that promote sharing, will have positive knock-on benefits.”

̽��ֱ��researchers used data from 1,676 children in the Growing up in Australia study, which is tracking the development of children born in Australia between March 2003 and February 2004. It includes a record, provided by parents and carers, of how well the children played in different situations at age three. This covered different types of peer play, including simple games; imaginative pretend play; goal-directed activities (such as building a tower from blocks); and collaborative games like hide-and-seek.

These four peer play indicators were used to create a measure of ‘peer play ability’ – the underlying ability of a child to engage with peers in a playful way. ̽��ֱ��researchers calculated the strength of the relationship between that measure and reported symptoms of possible mental health problems – hyperactivity, and conduct, emotional and peer problems – at age seven.

̽��ֱ��study then analysed two sub-groups of children within the overall cohort. These were children with high ‘reactivity’ (children who were very easily upset and difficult to soothe in infancy), and those with low ‘persistence’ (children who struggled to persevere when encountering a challenging task). Both these traits are linked to poor mental health outcomes.

Across the entire dataset, children with a higher peer play ability score at age three consistently showed fewer signs of mental health difficulties at age seven. For every unit increase in peer play ability at age three, children’s measured score for hyperactivity problems at age seven fell by 8.4%, conduct problems by 8%, emotional problems by 9.8% and peer problems by 14%. This applied regardless of potential confounding factors such as poverty levels and maternal distress, and whether or not they had plentiful opportunities to play with siblings and parents.

̽��ֱ��effect was evident even among the at-risk groups. In particular, among the 270 children in the ‘low persistence’ category, those who were better at playing with peers at age three consistently had lower hyperactivity, and fewer emotional and peer problems, at age seven. This may be because peer play often forces children to problem-solve and confront unexpected challenges, and therefore directly addresses low persistence.

̽��ֱ��benefits of peer play were weaker for the high reactivity sub-group, possibly because such children are often anxious and withdrawn, and less inclined to play with others. Even among this group, however, better peer play at age three was linked to lower hyperactivity at age seven.

̽��ֱ��consistent link between peer play and mental health probably exists because playing with others supports the development of emotional self-control and socio-cognitive skills, such as the ability to understand and respond to other people’s feelings. These are fundamental to building stable, reciprocal friendships. There is already good evidence that the better a person’s social connections, the better their mental health tends to be. For children, more social connections also create a virtuous cycle, as they usually lead to more opportunities for peer play.

̽��ֱ��researchers suggest that assessing children’s access to peer play at an early age could be used to screen for those potentially at risk of future mental health problems. They also argue that giving the families of at-risk children access to environments which promote high-quality peer play, such as playgroups or small-group care with professional child minders, could be an easily deliverable and low-cost way to reduce the chances of mental health problems later.

“ ̽��ֱ��standard offer at the moment is to put the parents on a parenting course,” Gibson said. “We could be focusing much more on giving children better opportunities to meet and play with their peers. There are already fantastic initiatives up and down the country, run by professionals who provide exactly that service to a very high standard. Our findings show how crucial their work is, especially given that the other risk factors jeopardising children’s mental health could often be down to circumstances beyond their parents’ control.”

̽��ֱ��study is published in Child Psychiatry & Human Development.

Children who learn to play well with others at pre-school age tend to enjoy better mental health as they get older, new research shows. ̽��ֱ��findings provide the first clear evidence that ‘peer play ability’, the capacity to play successfully with other children, has a protective effect on mental health.

Games with peers that encourage children to collaborate, for example, or activities that promote sharing, will have positive knock-on benefits

Vicky Yiran Zhao

Jay Chen on Unsplash

Children playing

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes