The The Risk Factors and Preventative methods of Self-Harm and Suicidality for Autistic People
DOI :
https://doi.org/10.15173/cjae.v3i1.5127Mots-clés :
autisme, prévention du suicide, santé mentale, éducation spécialisée, camouflage social, burnout autistique, sensibilisation à l'autisme, lutte contre le capacitismeRésumé
L’automutilation non suicidaire (AMNS) et le suicide ne sont pas des concepts nouveaux. Cependant, les stratégies de prévention et d’intervention évoluent. Cet article explore l’automutilation non suicidaire et la suicidalité dans le contexte de l’autisme, en commençant par les enfants et les adolescents qui ne sont pas en situation de handicap âgés de 10 à 24 ans, afin de comparer les différences. Le suicide est l’une des principales causes de décès chez les adolescents et les jeunes adultes, et son taux est inquiétant dans la communauté autiste. Bien qu’il existe des preuves des causes et facteurs de risque de l’AMNS, de l’automutilation et du comportement suicidaire chez les personnes autistes, un examen complet des publications évaluées par les pairs a révélé des lacunes importantes dans la recherche sur la prévention des problèmes de santé mentale graves. Les personnes autistes, qui ont de fortes chances de développer des troubles mentaux, présentent des taux plus élevés d’automutilation de différents types tout au long de leur vie et des cas de suicide plus nombreux que les personnes n’étant pas autistes. Quatre facteurs de risque majeurs pour les personnes autistes sont 1) la démographie et le statut social ; 2) la discrimination fondée sur la capacité et l’altérité ; 3) le camouflage social ; et 4) le burnout autistique. Trois recommandations sont formulées à l’intention des éducateurs sur la manière de soutenir la santé mentale des personnes autistes. Il est nécessaire de se pencher sur l’accent implicite que la recherche met sur la causalité et l’identification des comportements plutôt que sur la création de stratégies préventives globales. Si les éducateurs et les praticiens de la santé mentale connaissent les méthodes d’éducation à la santé mentale et les facteurs de risque de suicide et d’automutilation, en particulier pour les élèves n’étant pas sur le spectre, les élèves issus de la neurodiversité méritent un soutien et une attention équitables.
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