ESTADO LÍMITE DE INESTABILIDAD

As has been established, descriptions of autism and its neurological variances rely heavily on medical descriptions, which tend towards a normative view of psychological development. As aforementioned, research literature and wider

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government policy tend to reflect a relatively unproblematic demarcation between childhood and adulthood identity statuses. In legal terms, adulthood marks a transition from children’s to adult services in health, social care and education and more significantly the transfer of responsibility for autistic individuals from parental support to self-advocacy. This change of status is largely echoed in England by the Department of Health’s Strategy for Adults with Autism (2010a), and the National Institute for Clinical Excellence (NICE) guidelines on services for adults with autism (2012) as well as the policies previously mentioned. Whilst such policies place a legal responsibility on various institutions to provide better support for adults on the autism spectrum they are underpinned by a temporal and necessarily linear construction of the life course.

There is currently no evidence related to how autistic university students or recent graduates respond to the change in their status from learner to worker or adolescent to adult; however, Kapp et al. (2013) suggest that the transition between adolescence and adulthood can be a particularly difficult period in the lives of high-functioning individuals with autism spectrum disorders. These emerging adults are often required to make important decisions about their lives, yet may not have developed a full understanding of their own strengths and weaknesses, or how to advocate for services to meet their needs (Huntley, 2013; Beresford et al., 2013; Rydzewska, 2012). Moreover, the demands of social relationships, employment, and independent living may be exacerbated for those on the autism spectrum who may struggle with executive function, working memory and initiating action (Hill, 2004; Van Hees et al 2014).

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Beresford et al.’s (2013:156) study gathered qualitative data from among 36 parents and 20 individuals with high-functioning autism or Asperger’s syndrome making the transition between adolescence and adulthood to find that parents typically felt that ‘achieving adulthood’ would not follow a ‘normal’ trajectory. Parents in the study portrayed a view of ‘incomplete’ adulthood, based on the belief that their son or daughter would continue to need parental assistance well into adulthood, particularly regarding the management of finances, living independently or making major decisions.

Young autistic adults in Beresford et al.’s (2013) study were more positive regarding their transition to adulthood and identified six indicators associated with this identity including: independent travel; developing and engaging in new leisure interests and activities; employment; financial independence; moving away from the family home; and changing and developing social relationships. Consistent with findings from Szatmari et al. (1989), the young people reported some successes across these aspects of adulthood, specifically around independent travel and engaging in leisure activities, however, like their parents, many also recognised the need for support and the significant role that their parents play. Only a small minority were living independently and 15 of the 20 viewed such a move as something for the future. As one respondent from Beresford et al.’s study (2013:149) put it:

Um, I don’t intend to move out until like my twenties, mid-twenties, late twenties/early thirties…I’m not sure I’m ready to, to stand on my own two feet yet, cos once you leave the nest, it’s basically you versus the world and if you’re not ready, it’s gonna all come up to you and overwhelm you.

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This sort of statement accords with Luyckx et al.’s (2008) assertion that transition as a change in identity and status is heavily influenced by social, ideological and interpersonal domains where individuals are engaged in ongoing exploration. Moreover, whilst Beresford et al.’s (2013) study does provide some indication of the sorts of experiences that emerging adults on the autism spectrum may encounter, it is not possible to know for sure whether these would also reflect those on the cusp of completing higher education.

Relationships are often a significant indicator of a change in status and some young autistic adolescents view finding a life partner and sustaining a relationship as indicative of adulthood (Huntley, 2013). Evidence shows that those with low-functioning autism may experience more romantic loneliness than those considered high-functioning, however, particular autistic traits such as attention to detail and a need for sameness can become strengths for maintaining a committed relationship (Kapp et al., 2013). Developing social relationships are also viewed as problematic and autistic individuals at this stage can experience a sense of social alienation and loss of belonging (Simmeborn- Fleischer, 2012). Reports show that adolescents and young adults with high- functioning autism / Asperger’s syndrome are more likely to be victimised by peers and are consequently more likely to suffer from anxiety, depression, suicidal ideation, and avoidant behaviours (Shtayermman, 2007). Experiences such as these frequently result in greater levels of social isolation and dependency, which ultimately limit the potential for young people to develop their identities and develop their status as adults.

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It is clear how transition as preparation to participate and transition as change in status are interlinked and contingent to some extent. The literature makes it clear that achieving adult status – living independently, having meaningful relationships, being employed, and having financial stability – can be challenging for anyone at this stage of life but that for emerging adults on the autism spectrum this can be problematic and often requires a more robust level of support and enhanced set of resources. Elder’s (1994) interconnective theory of ‘linked lives’ has particular resonance here as parents play a significant and sustained role at this stage of the life course. The evidence-base is weak with respect to autistic university students’ experiences of identity or status development; however, it is likely that many of the difficulties acknowledged would also be present among this population.