Mhw 642 Omar Case Study: A 15-Year-Old Biracial Male

Mhw 642 Omar Case Studyomar A 15 Year Old Biracial Male Has Been Di

Omar, a 15-year-old biracial male with Autism Disorder, Level I (Asperger’s Syndrome), faces multiple challenges including social struggles, bullying, and family dynamics influenced by cultural and societal factors. His adoptive family experiences parental issues related to acceptance and stigma, with his mother resisting support such as an Independent Education Plan due to concerns about stigma. His parents differ in their perceptions and responses, contributing to family tension. The adoptive mother’s unwillingness to accept Omar's differences affects parenting approaches and emotional support, highlighting parental issues prevalent in families with children with autism (Hurlburt et al., 2014; Mazefsky et al., 2013).

Culturally, Omar’s adoptive parents are influenced by predominantly Western values emphasizing classroom success, social conformity, and normative behaviors. The adoptive mother’s view reflects cultural emphasis on maintaining a ‘normal’ appearance and avoiding stigma, which may stem from cultural expectations about ideal family functioning (Liu et al., 2014). Her concerns about stigma and her resistance to special educational supports are shaped by cultural norms that associate disabilities with social disadvantages. Additionally, her focus on traditional gender roles influences her interactions with Omar and his sister, as seen in the disparity between Omar’s social withdrawal and Anna’s engagement in sports and social activities.

Society’s influence on Omar’s parents manifests through prevailing stigmas surrounding autism and mental health, which can hinder acceptance and support-seeking behaviors. Educational policies promote inclusion but often lack comprehensive support, contributing to challenges faced by families like Omar’s. Societal pressures may cause his parents to experience guilt, shame, or helplessness about their child’s behavior and social difficulties (McDonald et al., 2013). Social stereotypes about race and disability intersect, complicating efforts to seek inclusive interventions. Such societal factors emphasize the need for awareness campaigns and community-based resources to reduce stigma and promote acceptance.

Resources for Omar’s Family and Social Support

Parents of children with Asperger’s Syndrome

1. Autism Speaks: https://www.autismspeaks.org
2. The Autism Society: https://www.autism-society.org

Parents dealing with bullying

1. StopBullying.gov: https://www.stopbullying.gov
2. Pacers National Center for Bullying Prevention: https://www.pacer.org/bullying/

Developing social skills in adolescents

1. American Academy of Pediatrics – Social Skills Resources: https://www.aap.org
2. National Dissemination Center for Children with Disabilities: https://www.parentcenterhub.org

Using Technology to Support Omar’s Development

Technology can be a valuable tool in improving Omar’s social skills, reading comprehension, and writing abilities. Interactive apps and computer-based programs like social story apps, digital flashcards, and reading comprehension platforms tailored for children with autism provide engaging, visual learning experiences. Virtual reality (VR) environments can simulate social scenarios, allowing Omar to practice social interactions safely and gradually. Speech recognition and language apps can assist with communication and expressive language. These technologies foster independence, confidence, and skill acquisition in a personalized manner, aligning with his interests in gaming and digital media to motivate learning (Kelley et al., 2017; Anderson et al., 2018).

Helping Omar Reduce Dependence on Technology

To help Omar wean off excessive technology use, parents can establish structured routines that include designated screen-free times for outdoor play, family activities, and creative pursuits. Gradually decreasing screen time and replacing it with social interactions, hobbies, or therapy can support his social and emotional growth. Setting consistent boundaries, using timers, and encouraging alternative activities such as sports, arts, or music helps in balancing technology use with other developmental needs (Radesky et al., 2015). Reinforcing positive behavior in these areas fosters healthier habits and diverse experiences.

Potential Mental Health Risks of Excessive Technology Use

Extended use of technology may contribute to mental health issues such as increased anxiety, depression, and social withdrawal, especially in adolescents with autism spectrum disorders. Prolonged screen time can hinder face-to-face social interactions, leading to difficulties in developing social competencies and discomfort in real-world settings. Overreliance on digital stimuli may also reinforce obsessive or restrictive behaviors common in autism, exacerbating feelings of loneliness or frustration. Furthermore, exposure to inappropriate content or cyberbullying can negatively impact self-esteem and emotional well-being. Balanced technology use is crucial to prevent these adverse effects and promote healthy psychological development (Kohut, 2018; Rydell et al., 2020).

References

• Anderson, A., Huang, L., & Chen, Y. (2018). Technology and autism: Assessing the impact of digital interventions. Journal of Autism and Developmental Disorders, 48(3), 749-763.
• Hurlburt, M. S., Squires, J., Stah, E., et al. (2014). Parental perspectives on early intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1248-1259.
• Kelley, P., Sriram, R., & Phillips, D. (2017). Assistive technologies for autism spectrum disorder. Autism Research and Treatment, 2017, 1-12.
• Kohut, T. (2018). The impact of screen time on adolescent mental health: A review. Journal of Child Psychology, 19(4), 245-259.
• Liu, J. J., Lee, S. H., & Louie, D. (2014). Cultural influences on family responses to autism. Social Science & Medicine, 118, 108-115.
• Mazefsky, C. M., White, S. W., & Howell, A. (2013). Addressing mental health disparities in autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(10), 2185-2195.
• McDonald, T. W., King, S., & Seltzer, M. M. (2013). Social inclusion and quality of life in families with autism: The role of societal attitudes. Journal of Autism and Developmental Disorders, 43(11), 2634-2645.
• Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and digital media in early childhood and implications for development. Pediatrics, 135(1), 1-3.
• Rydell, P., Friedlander, I., & Fisher, J. (2020). Technology and the mental health of teenagers with autism spectrum disorder. Journal of Child and Adolescent Mental Health, 32(2), 123-135.