This anonymous online study explores how masking/camouflaging, authenticity, loneliness, and wellbeing relate to one another across different neurotypes and lived experiences.

It focuses particularly on autistic, ADHD, and AuDHD adults, while also including otherwise neurodivergent, questioning, and non-neurodivergent adults.

The study asks about experiences such as camouflaging neurodivergent traits, managing social expectations, feeling able to be oneself, being misunderstood, and access to socially compatible relationships.

Participation is open worldwide to adults aged 18 or over who are fluent in English, and a formal diagnosis is not required.

This study examines how parents and caregivers of Deaf or Hard of Hearing children with disabilities (deaf plus, or deaf-disabled) work with schools to access support for their child. It focuses on family–school communication and decision-making related to educational services.
Participants will be parents or caregivers of school-aged (K–12) Deaf or Hard of Hearing children in Canada who have an identified or suspected disability. Participants will be interviewed about their experiences in their preferred languages and in ways that respect their cultural backgrounds (e.g., American Sign Language, Mandarin, Cantonese, Punjabi, Arabic, and Korean).
Data will be collected through individual interviews (50–60 minutes) and optional follow-up focus group discussions (60–90 minutes). Participants will receive a $50 gift card for the individual interview and an additional $50 for participating in the optional focus group. By centering parent and caregiver voices, this study aims to improve understanding of family–school collaboration and inform more inclusive and effective practices in Deaf and Hard of Hearing education across Canada.

The aim of this study is to understand how mental health stigma and self-concept relate to academic adjustment, future career thinking, and overall well-being in emerging adults. The ultimate goal is to inform future research and programs that support students’ transition into adulthood.

Eligible participants must:
1. Be aged 18-29
2. Have a confirmed mental health diagnosis by a qualified professional (e.g., psychiatrist or psychologist)
3. Are currently enrolled in a post-secondary in Canada
4. Fluent in English

Eligible participants will be asked to complete an online survey that takes approximately 30-50 minutes. As a token of appreciation for their time, participants may optionally enter a prize draw to win one of 10 $50 Amazon e-gift cards.To participate, please email Talia Vacca at [email protected]

What is the goal of the research?

To explore the experiences of access and accommodations of autistic students/students with autism at Canadian universities. This research will be used to improve access and better represent autistic voices in the development of student supports.

Who can take part?

Participants must:

• Currently be enrolled or have been enrolled in a Canadian university in the past 3 years
• Identify as autistic or as having autism
• Be age 18 or older

What is involved?

Participants will be asked to complete two interviews. This will take approximately two hours. Participants will be compensated with $50 an electronic gift voucher or Interac transfer.

For information or to participate, contact Kathryn Urbaniak, at [email protected]

Masking (or social camouflaging) is where people can use strategies, like making eye contact or preparing talking topics in advance, to try to ‘fit in’ or try to ‘hide’ their autistic traits. Masking can be very effortful and can lead to increased stress and feelings of low mood. Despite this, there is not much research on masking and how this can impact anxiety, depression, and wellbeing.

This study aims to address this research gap by inviting autistic people to complete some questionnaires to help us to better understand their experiences of masking and how this can impact wellbeing.

Study poster:

SEEKING VOLUNTEERS!

Investigating the relationship between social camouflaging in autistic people.

We are looking for people who are autistic to contribute to research aimed at understanding the effects of social camouflaging on wellbeing.

WE WANT TO INVITE YOU TO PARTICIPATE IF YOU ARE:

• Aged 16 years or over
• Someone with an autism diagnosis (or self-identify as autistic)
• Someone with no intellectual disability

WHAT’S INVOLVED?

• The study will involve participating in an online survey containing several measures, for a duration of approximately 15-30 minutes.
• Participant data will be fully anonymised, with no questions regarding identifiable information.
• After completing the survey, participants will enter a raffle to win a £10 Amazon gift voucher to compensate for their time.

For more information, please email [email protected] or gain access to the form containing the information sheet and the questionnaire via this link:

https://exe.qualtrics.com/jfe/form/SV_bx3TeB1bQmznhcO 

Children today spend a large part of their daily lives using screens such as tablets, phones, televisions and video games. While moderate screen use can sometimes be beneficial, research shows that too much screen time
may be linked to emotional and behaviour problems in children. These concerns may be especially important for children with autism spectrum disorder (ASD), who tend to spend more time on screens than other children.
However, there is limited research that focuses specifically on how screen use related to behaviour and emotional well-being in autistic children.
This research project aims to better understand the relationships between screen time and behavioural and psychological factors in children with autism aged 6 to 10 years old. The study will focus on parents’ reports of their
child’s screen use and their child’s everyday behaviours and emotions.
The study will explore three main questions:

1. In autistic children aged 6 to 10 years, what is the relationship between parent-reported screen use (ScreenQ results) and behavioural outcomes (SDQ Conduct Problems and Hyperactivity/Inattention subscale scores)?

2. In autistic children aged 6 to 10 years, what is the relationship between
parent-reported screen use (ScreenQ results) and psychological outcomes (SDQ Emotional Symptoms and Peer Relationship Problems subscale scores)?

3. How do parents of children with ASD evaluate and describe their reasons
for allowing screen use for their child?

The findings from this research may benefit society by helping parents, educators and professionals better understand how screen use fits into the daily lives of children with autism. This knowledge may support more
informed guidance around healthy screen habits and help families balance screen use with other important activities. The results may also identify areas where further autism-specific research is needed. This study will be primarily
shared through a master’s thesis, as well as presented at academic or professional conferences.

Survey link: https://concordia.yul1.qualtrics.com/jfe/form/SV_6G9djQxeMgGgNvM

Children today spend a large part of their daily lives using screens such as tablets, phones, televisions and
video games. While moderate screen use can sometimes be beneficial, research shows that too much screen time
may be linked to emotional and behaviour problems in children. These concerns may be especially important for
children with autism spectrum disorder (ASD), who tend to spend more time on screens than other children.
However, there is limited research that focuses specifically on how screen use related to behaviour and emotional
well-being in autistic children.
This research project aims to better understand the relationships between screen time and behavioural and
psychological factors in children with autism aged 6 to 10 years old. The study will focus on parents’ reports of their
child’s screen use and their child’s everyday behaviours and emotions.
The study will explore three main questions: 1. In autistic children aged 6 to 10 years, what is the relationship
between parent-reported screen use (ScreenQ results) and behavioural outcomes (SDQ Conduct Problems and
Hyperactivity/Inattention subscale scores)? 2. In autistic children aged 6 to 10 years, what is the relationship between
parent-reported screen use (ScreenQ results) and psychological outcomes (SDQ Emotional Symptoms and Peer
Relationship Problems subscale scores)? 3. How do parents of children with ASD evaluate and describe their reasons
for allowing screen use for their child?
The findings from this research may benefit society by helping parents, educators and professionals better
understand how screen use fits into the daily lives of children with autism. This knowledge may support more
informed guidance around healthy screen habits and help families balance screen use with other important activities.
The results may also identify areas where further autism-specific research is needed. This study will be primarily
shared through a master’s thesis, as well as presented at academic or professional conferences.

Survey link: https://concordia.yul1.qualtrics.com/jfe/form/SV_6G9djQxeMgGgNvM

For any questions contact me by email:
[email protected]