Fathers of children with autistic tendencies speak out: a qualitative study

Abstract

The aim of this study is to investigate the reality of raising children who have autistic tendencies, through six fathers' experiences. The fathers at the centre of this study are all the biological fathers of children with autistic tendencies. A further aim is to give a picture of fatherhood within the context of fathering, to illustrate fathers as being connected members of families who have both a private and a public role in the socialisation of their children. The methodology adopted for this research uses a feminist framework. It makes the assumption that families are a vulnerable group, in particular those who have members with disabilities. Thus I have chosen to look at fathers of children with disabilities as a marginalised group. The interviews were conducted face to face using an unstructured conversational approach. The manner in which the men's experiences have been presented are firstly as stand alone stories and then a thematic link to others in the study and literature via constant comparative grounded theory and analysis. The men have described some very complex issues and relationships during their response to their interviews. Defining themes to elaborate on was made simple by the very clear and consistent responses of all the participants. A review of literature indicates there is a dearth of writing on the topic of fatherhood by New Zealand authors, in particular on fathering neurologically challenged children. This research is an attempt to address the absence of literature in a positive manner. The literature review further highlights that although major changes have taken place in society in regard to the structure of the family and the role of family members, literature acknowledging these changes has not kept pace with these social changes. Findings from this research illustrate the fathers' unfamiliarity with talking about issues that relate to their psychological selves and their perception of the role which they as fathers have assumed. Further findings highlight that teachers and health professionals are in positions to have significant impact on the education and welfare of autistic children and their families. Recommendations have been made for those working in the fields of health and education should they choose to take a leading role in initiating support for these fathers.