Self-Representation Through Creative Skills Amongst Children with Autism Spectrum Disorder
Abstract
Autism Spectrum Disorder (ASD) is usually discussed in terms of deficit-oriented models which focus on social and communicative impairments and do not pay enough attention to the importance of strengths and creativity in shaping a sense of self. The proposed qualitative research investigates the role of creative arts (particularly, visual art, music, and writing) in self-representing and identity development in a high-functioning child with ASD. The proposed study focuses on making a foreground based on the strengths-based and phenomenological approach and drawing upon the creative practices of autistic children as an expression of their lived experiences. The study used mixed qualitative design that comprised of direct observations on creative engagement and semi-structured interviews on parents to have data triangulation. The sample consisted of fifteen high-functioning children with ASD aged between 7 and 12 years who were recruited in urban learning and treatment facilities in Lahore, Pakistan. Thematic analysis framework by Braun and Clarke was used to analyze data and the methodological rigor was guaranteed by iterative coding, the triangulation of the investigator, and partial transcript double-coding. Three themes were identified: (a) creative involvement as a protective place of emotional exploration and regulation, (b) artistic expression as a place of forming the authentic self without social masking, and (c) special interests as one of the sources of creative benefits helping to create a good impression of the self and identity. The results support the idea that creative modalities help children with ASD to externalize complicated emotions, establish individuality, and translate clinically dictated narrow interests into a competence source and empowerment. The researchers conclude that creative arts are crucial in identity formation and emotional health of children with ASD. Focusing on the voices and abilities of autistic people, this study disputes a deficit-oriented perspective and presents culturally sensitive findings that have the potential to transform the inclusive methods of education, therapeutic approaches, and family-support systems.
https://doi.org/10.5281/zenodo.18047890
