An Integral Analysis of Wellbeing in Adults With Characteristics of High Functioning Autism

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Author(s): Janice Marie Beler (University of Calgary, Canada)
Copyright: 2019
Pages: 27
Source title: Integral Theory and Transdisciplinary Action Research in Education
Source Author(s)/Editor(s): Veronika Bohac Clarke (University of Calgary, Canada)
DOI: 10.4018/978-1-5225-5873-6.ch013

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

Quality of life is generally assessed through objective measures including conditions relating to material living, productive activity, health measures, education levels, and economic standing. In contrast, wellbeing is a complex process involving subjective evaluation of the qualities and experiences that make life good. Research is plentiful with studies exploring autism and quality of life. Less information is available relating to wellbeing and autism, especially from first person perspectives. This research explored how autism characteristics shape understanding and experiences of wellbeing in individuals with characteristics of high functioning autism. The study made use of a multi-method research framework, integral methodological pluralism (IMP), based on Ken Wilber's integral theory, for gathering and understanding knowledge from diverse perspectives, styles, and methodologies. Findings contributed towards a more coherent and inclusive understanding of personal wellbeing in high functioning autism.

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An Integral Analysis of Wellbeing in Adults With Characteristics of High Functioning Autism

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