Understanding the impacts of chronic pain on autistic adolescents and effective pain management: A reflexive thematic analysis adolescent-maternal dyadic study

Jordan, Abbie; Parchment, Amelia; Gauntlett-Gilbert, Jeremy; Jones, Abigail; Donaghy, Bethany; Wainwright, Elaine; Connell, Hannah; Walden, Joseline; Moore, David J

Abstract

Objective: Sensory elements are core features in chronic pain and autism, yet knowledge of the pain experience in autistic adolescents is limited. Little is known regarding how autistic adolescents experience chronic pain, manage their pain and perceive psychological treatment for their chronic pain. Methods: Ten autistic adolescents (6 female, 3 male, and 1 self-identified as agender) with chronic pain and their mothers (n=10) participated in semistructured interviews concerning their perceptions of living with chronic pain. Participants were recruited from U.K. pain management services. According to preference, interviews were conducted individually (n=10) or dyadically (n=10 participants across 5 dyads). Data were analyzed using inductive reflexive thematic analysis. Results: Two themes were generated. Theme 1, "overstimulated and striving for control"described how adolescents' experience of heightened sensitivity enhanced adolescents' levels of anxiety and subsequent pain, illustrating a reciprocal relationship between anxiety, pain, and sensory elements. Theme 2, "not everyone fits the mold"captured how autistic adolescents positioned themselves as distinct from others due to the unique nature of being autistic and living with pain. This sense of difference negatively impacted adolescents' ability to engage with and benefit from the standard treatment for chronic pain. Conclusions: Findings suggest that autistic adolescents living with pain experience pain and face barriers to effective pain treatment. Our results identify the need for educational resources to facilitate clinicians to better understand the experience of autistic adolescents living with pain. In turn, such understanding may improve treatment and outcomes in this population.

• Journal Article Type: Article
• Acceptance Date: Jan 5, 2024
• Online Publication Date: Feb 7, 2024
• Publication Date: Mar 31, 2024
• Deposit Date: Jan 5, 2024
• Publicly Available Date: Apr 11, 2024
• Journal: Journal of Pediatric Psychology
• Print ISSN: 0146-8693
• Electronic ISSN: 1465-735X
• Publisher: Oxford University Press (OUP)
• Peer Reviewed: Peer Reviewed
• Volume: 49
• Issue: 3
• Pages: 185-194
• DOI: https://doi.org/10.1093/jpepsy/jsae004
• Keywords: Developmental and Educational Psychology, Pediatrics, Perinatology and Child Health
• Public URL: https://uwe-repository.worktribe.com/output/11549543