‘Finding My Tribe’—The Mixed Blessing of Neoliberal Parenting Programmes for Parents of Children with Autistic Spectrum Disorder

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

This study explored the actual experiences of parents of children with autism during their participation in parenting programs, revealing a community asset-based development model as a direction for improvement, which has important theoretical and practical significance. However, some revisions are needed to improve the quality of the manuscript.

1.In the “Materials and Methods” section, add a detailed description of the participant recruitment process, including how parents of children with autism from different socioeconomic backgrounds and age groups were attracted to participate, to ensure sample diversity. Additionally, discuss potential sample biases and their potential impact on the study results.

2.In the “Results” section, although the use of Braun and Clarke's thematic analysis method is mentioned, there is a lack of detailed description of the analysis process. It is recommended to add a description of the coding process, the specific steps for determining themes, and how to ensure the reliability and validity of the analysis.

3.In the “Discussion” section, it is recommended to add a discussion of the specific content and implementation of ASD-specific parenting programs and how they meet the special needs of families with autistic children.

Author Response

1.

The participants who took part in this research all had children with ASD and had attended both generic and more specialised programmes, (both in person and online).  The participants were from differing socio-economic backgrounds and varied in age from their 30s to 50s. 80% of the participants were female and 20% were male. Each of the participants took part in the semi-structured interviews and around half of those took part in the subsequent focus group. 

 

Participants in this study were parents of children diagnosed with ASD, all of whom had attended both generic and specialised parenting programmes delivered through a combination of in person and online formats.  Recruitment was conducted via a post for participants through a Facebook and Instagram post which was shared across a range of informal networks.  The invitation was to capture a broader understanding of parental experiences through individuals who had attended parenting programmes, to contribute to a study that explored their perceptions and experiences.  As responses were received, it became evident that the participant pool was both diverse and reflected a range of lived experiences. Respondents included working and non-working, single and married individuals and those from a broad range of socio-economic spectrum ranging from households identified as affluent to those in receipt of benefits.  The final sample consisted of individuals aged between 30’s – 50’s, with 80% identifying as female and 20% as male.  All participants engaged in semi-structured interviews online and took part in a larger focus group to further elaborate and draw out the emergent themes. 

 

While the study aimed to capture a diverse range of parental experiences for parents of children with ASD, several potential sample biases must be acknowledged. Firstly, the use of social media platforms (Facebook and Instagram) for participant recruitment, may have inadvertently favoured individuals who are more digitally literate/aware, which may have led to an under-representation of those without access to such platforms. Secondly, those participants that responded to the post, may have had particularly strong opinions and experiences making them move motivated to share, which may not represent those that were less compelled or indifferent about their experiences. Thirdly, although the recruitment strategy was non-targeted other than they are parents of children with ASD (or going through the process of diagnosis) and did not target educational backgrounds, ethnicity and geographical locations, it is important to highlight that, these factors can influence both a parent’s ability to access parenting programmes and how they perceive their usefulness. Someone living in a rural area, may struggle with access to programmes, while cultural or educational differences could affect how a programme is experiences and understood. Moreover, because participants chose to take part in the study themselves, rather than being randomly selected, the sample may not represent the wider population of parents with children with ASD. Therefore, whilst findings may not be generalisable to all parents in similar situations, the authenticity and richness of the qualitative data gathered from the varied participant pool, does provide valuable insights into how parenting programmes are experienced by parents and its impact on families and children with ASD. 

Amendments for number 2 Results section –

 

2.  

The data was analysed using Braun and Clarke’s [57] thematic analysis which offers an accessible and theoretically flexible approach to analysing qualitative data and enables the key themes to be highlighted.  

 

Thematic Analysis offers a valuable method for identifying, analysing and reporting patterns within qualitative data. It is particularly suited for exploring shared experiences, such as those expressed by participants in parenting programmes. However, it is important to consider that when interpreting others language that it is co-constructed; both participants meaning making and researchers interpretation of their meaning making, making this process subjective.  To avoid as many biases as possible and enhance the rigour of the analysis, I used Braun and Clarkes (2021) six-phase framework, to encourage reflexivity, transparency and depth, which helps to ensure that themes emerge authentically from the data while also remaining grounded in the research.  It provides a structured yet fluid method for capturing the complexities of how parenting programmes influence both parents and children’s lives. Below is an outline of the six-phases of
Thematic Analysis and how each phase contributes to producing valid and reliable findings:

 

 

Phase	Description	How this supports Validity and Reliability
1. Familiarisation with the Data	Involves transcribing, reading and re-reading the data, and initial observations	Enables immersion in the data, helping the researcher build a holistic understanding of participant narratives. Early engagement and familiarity enhance the authenticity of subsequent theme development.
2. Generating Initial Codes	Systematically identifying features of the data that appear meaningful and relevant.	Promotes transparency and consistency in how data is broken down. Coding provides a foundation for ensuring that end themes are data-driven and not imposed.
3. Searching for Themes	Collating codes into potential themes and gathering all relevant data for each.	Begins the process of abstraction, allowing for patterns to emerge. Ensures that theme development remains anchored in multiple data sources.
4. Reviewing Themes	Checking themes against the coded data and the entire dataset; thematic mapping.	Helps ensure that themes are coherent, well-supported by the data, and reflective of the dataset as a whole—supporting dependability and credibility.
5. Defining and Naming Themes	Conducting detailed analysis of each theme and refining them into clear, distinct concepts.	Encourages analytic clarity and consistency in interpretation, which strengthens the trustworthiness of findings.
6. Producing the Report	Selecting compelling examples, finalising analysis, and linking back to research questions and literature.	Synthesises analysis into a coherent narrative. Demonstrates methodological rigour and relevance to existing research, contributing to confirmability.

 

The flexibility of Thematic Analysis allows me to explore the complexities of parental experience while maintaining methodological integrity and trustworthiness through a systematic coding and theme development using reflective practice. 

 

Amendments for number 3 Discussion section 

 

3.In the “Discussion” section, it is recommended to add a discussion of the specific content and implementation of ASD-specific parenting programs and how they meet the special needs of families with autistic children

 

Added in section Perfect Parenting and Neoliberal Responsibilisation 

ASD specific programmes are designed to provide precisely the types of support that parents in this study alluded to needing.  Unlike generic parenting interventions, which are often a first step required in the process of diagnosis, these programmes offer a more holistic and nuanced understanding of children’s behaviour which focus on how to navigate conflict through relationship-based strategies and fostering of safety.  Moreover, there is a keen focus on communication between parent/carer and children to support them with everyday tasks and navigation of the wider world.  These programmes also acknowledge that they are not the experts in ‘their’ children and allows parents/carers space to chat, exchange thoughts through validation of their own experiences.  They are delivered using neuro-affirming principles, viewing autism not as a deficit or disorder to be fixed, but as different way of experiencing and processing the world. This shift in perspective leads to less judgement, helps to reinforce their understanding of children’s behaviours and validates their instinctive hard work as parents.

 

Reviewer 2 Report

Comments and Suggestions for Authors

The manuscript titled Finding My Tribe’ - The Mixed Blessing of Neoliberal Parenting Programmes for Parents of Children with Autistic Spectrum Disorder offers a valuable and timely contribution to the field of parenting support and social policy. The study is situated within a rich theoretical framework that critically examines the influence of neoliberal ideologies on parenting interventions in the UK, particularly in relation to responsibilisation, individualisation, and behaviourist models of child-rearing. The literature review is comprehensive and well-structured, demonstrating an informed engagement with key policy developments and scholarly critiques. It effectively contextualises the topic by highlighting how parenting programmes, especially those designed for neurotypical children, often fail to address the complex realities faced by families of children with Autism Spectrum Disorder (ASD).

The methodological approach adopted is consistent with the study’s objectives. The use of a qualitative design rooted in constructivist and interpretivist paradigms is appropriate for exploring the lived experiences of parents. Semi-structured interviews and a follow-up focus group are employed with methodological rigour, enabling a detailed and nuanced exploration of parental perspectives. While the research aims and questions are clearly inferable from the narrative, their explicit formulation in the introduction would enhance clarity and guide the reader more directly through the analytical framework. Nevertheless, the thematic analysis is carried out systematically, and the findings are presented in a coherent and accessible manner. The use of direct quotations from participants is particularly effective in illustrating key themes and conveying the emotional and psychological dimensions of their experiences.

The discussion is analytically rich, offering a compelling critique of generic parenting programmes and their often counterproductive effects on families with neurodivergent children. The authors contrast these interventions with ASD-specific programmes, which, according to participant accounts, are better aligned with their needs and offer more meaningful support. Of particular note is the attention given to the role of peer interaction and mutual support among parents, which emerges as a central theme. The metaphor of "finding my tribe" encapsulates the transformative potential of shared experience, emotional validation, and informal networks of support. This finding underscores the limitations of top-down, standardised interventions and points to the benefits of community-based, relationally oriented models.

The conclusions drawn are well supported by the empirical evidence and lead to a thoughtful recommendation in favour of an asset-based community development approach. This model is presented not only as a critique of the prevailing policy discourse but also as a constructive alternative grounded in the strengths and capacities of parent communities themselves. The manuscript thus moves beyond diagnosis to offer a vision for future practice that is both socially responsive and empirically justified.

Overall, the manuscript is theoretically grounded, methodologically sound, and empirically insightful. With minor refinements (particularly a clearer articulation of the research questions and the possible inclusion of a brief demographic summary of the participant sample) it has the potential to make a significant contribution to scholarly discussions and to inform the design of more inclusive and effective parenting policies and practices.

Author Response

Thank you for your review and for your appreciation of the value of the paper. We have made some revisions based on your and the other reviewers comments - see below:

1

 

The participants who took part in this research all had children with ASD and had attended both generic and more specialised programmes, (both in person and online).  The participants were from differing socio-economic backgrounds and varied in age from their 30s to 50s. 80% of the participants were female and 20% were male. Each of the participants took part in the semi-structured interviews and around half of those took part in the subsequent focus group. 

 

Participants in this study were parents of children diagnosed with ASD, all of whom had attended both generic and specialised parenting programmes delivered through a combination of in person and online formats.  Recruitment was conducted via a post for participants through a Facebook and Instagram post which was shared across a range of informal networks.  The invitation was to capture a broader understanding of parental experiences through individuals who had attended parenting programmes, to contribute to a study that explored their perceptions and experiences.  As responses were received, it became evident that the participant pool was both diverse and reflected a range of lived experiences. Respondents included working and non-working, single and married individuals and those from a broad range of socio-economic spectrum ranging from households identified as affluent to those in receipt of benefits.  The final sample consisted of individuals aged between 30’s – 50’s, with 80% identifying as female and 20% as male.  All participants engaged in semi-structured interviews online and took part in a larger focus group to further elaborate and draw out the emergent themes. 

 

While the study aimed to capture a diverse range of parental experiences for parents of children with ASD, several potential sample biases must be acknowledged. Firstly, the use of social media platforms (Facebook and Instagram) for participant recruitment, may have inadvertently favoured individuals who are more digitally literate/aware, which may have led to an under-representation of those without access to such platforms. Secondly, those participants that responded to the post, may have had particularly strong opinions and experiences making them move motivated to share, which may not represent those that were less compelled or indifferent about their experiences. Thirdly, although the recruitment strategy was non-targeted other than they are parents of children with ASD (or going through the process of diagnosis) and did not target educational backgrounds, ethnicity and geographical locations, it is important to highlight that, these factors can influence both a parent’s ability to access parenting programmes and how they perceive their usefulness. Someone living in a rural area, may struggle with access to programmes, while cultural or educational differences could affect how a programme is experiences and understood. Moreover, because participants chose to take part in the study themselves, rather than being randomly selected, the sample may not represent the wider population of parents with children with ASD. Therefore, whilst findings may not be generalisable to all parents in similar situations, the authenticity and richness of the qualitative data gathered from the varied participant pool, does provide valuable insights into how parenting programmes are experienced by parents and its impact on families and children with ASD. 

Amendments for number 2 Results section 

 

2.  

 

The data was analysed using Braun and Clarke’s [57] thematic analysis which offers an accessible and theoretically flexible approach to analysing qualitative data and enables the key themes to be highlighted.  

 

Thematic Analysis offers a valuable method for identifying, analysing and reporting patterns within qualitative data. It is particularly suited for exploring shared experiences, such as those expressed by participants in parenting programmes. However, it is important to consider that when interpreting others language that it is co-constructed; both participants meaning making and researchers interpretation of their meaning making, making this process subjective.  To avoid as many biases as possible and enhance the rigour of the analysis, I used Braun and Clarkes (2021) six-phase framework, to encourage reflexivity, transparency and depth, which helps to ensure that themes emerge authentically from the data while also remaining grounded in the research.  It provides a structured yet fluid method for capturing the complexities of how parenting programmes influence both parents and children’s lives. Below is an outline of the six-phases of
Thematic Analysis and how each phase contributes to producing valid and reliable findings:

 

 

Phase	Description	How this supports Validity and Reliability
1. Familiarisation with the Data	Involves transcribing, reading and re-reading the data, and initial observations	Enables immersion in the data, helping the researcher build a holistic understanding of participant narratives. Early engagement and familiarity enhance the authenticity of subsequent theme development.
2. Generating Initial Codes	Systematically identifying features of the data that appear meaningful and relevant.	Promotes transparency and consistency in how data is broken down. Coding provides a foundation for ensuring that end themes are data-driven and not imposed.
3. Searching for Themes	Collating codes into potential themes and gathering all relevant data for each.	Begins the process of abstraction, allowing for patterns to emerge. Ensures that theme development remains anchored in multiple data sources.
4. Reviewing Themes	Checking themes against the coded data and the entire dataset; thematic mapping.	Helps ensure that themes are coherent, well-supported by the data, and reflective of the dataset as a whole—supporting dependability and credibility.
5. Defining and Naming Themes	Conducting detailed analysis of each theme and refining them into clear, distinct concepts.	Encourages analytic clarity and consistency in interpretation, which strengthens the trustworthiness of findings.
6. Producing the Report	Selecting compelling examples, finalising analysis, and linking back to research questions and literature.	Synthesises analysis into a coherent narrative. Demonstrates methodological rigour and relevance to existing research, contributing to confirmability.

 

The flexibility of Thematic Analysis allows me to explore the complexities of parental experience while maintaining methodological integrity and trustworthiness through a systematic coding and theme development using reflective practice. 

 

Amendments for number 3 Discussion section 

3.In the “Discussion” section, it is recommended to add a discussion of the specific content and implementation of ASD-specific parenting programs and how they meet the special needs of families with autistic children

 

Added near the start of section on Perfect Parenting and Neoliberal Responsibilisation 

 

ASD specific programmes are designed to provide precisely the types of support that parents in this study alluded to needing.  Unlike generic parenting interventions, which are often a first step required in the process of diagnosis, these programmes offer a more holistic and nuanced understanding of children’s behaviour which focus on how to navigate conflict through relationship-based strategies and fostering of safety.  Moreover, there is a keen focus on communication between parent/carer and children to support them with everyday tasks and navigation of the wider world.  These programmes also acknowledge that they are not the experts in ‘their’ children and allows parents/carers space to chat, exchange thoughts through validation of their own experiences.  They are delivered using neuro-affirming principles, viewing autism not as a deficit or disorder to be fixed, but as different way of experiencing and processing the world. This shift in perspective leads to less judgement, helps to reinforce their understanding of children’s behaviours and validates their instinctive hard work as parents.