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Supporting College Students with Autism Spectrum Disorder : = College Counselors' Perspectives.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Supporting College Students with Autism Spectrum Disorder :/
其他題名:	College Counselors' Perspectives.
作者:	Benson, Drew D.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
標題:	Counseling Psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355406580

Supporting College Students with Autism Spectrum Disorder : = College Counselors' Perspectives.
Benson, Drew D.

Supporting College Students with Autism Spectrum Disorder :College Counselors' Perspectives. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.

Thesis (Ph.D.)--University of Minnesota, 2017.

Includes bibliographical references

Over the past decade, prevalence rates of Autism Spectrum Disorder have risen dramatically (Frieden, Jaffe, Cono, Richards, & Iademarco, 2014; Lord & Bishop, 2015). As a result, an increasing number of students with ASD have been identified on college campuses (X. Wei, Wagner, Hudson, Yu, & Javitz, 2016; White, Ollendick, & Bray, 2011). Despite a tradition deeply tied to both research and practice relating to the social and emotional support and development of college students, counseling psychology has contributed little to this specific topic (Bishop, 1990; Kitzrow, 2003).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355406580Subjects--Topical Terms:

1179619
Counseling Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Supporting College Students with Autism Spectrum Disorder : = College Counselors' Perspectives.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
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504 $a Includes bibliographical references
520 $a Over the past decade, prevalence rates of Autism Spectrum Disorder have risen dramatically (Frieden, Jaffe, Cono, Richards, & Iademarco, 2014; Lord & Bishop, 2015). As a result, an increasing number of students with ASD have been identified on college campuses (X. Wei, Wagner, Hudson, Yu, & Javitz, 2016; White, Ollendick, & Bray, 2011). Despite a tradition deeply tied to both research and practice relating to the social and emotional support and development of college students, counseling psychology has contributed little to this specific topic (Bishop, 1990; Kitzrow, 2003).
520 $a This research is a qualitative examination of the experiences of university counseling center psychologists who provide counseling to college students with ASD. A semi-structured phone interview was completed with eight licensed psychologists who work in university counseling centers and have worked with at least three students with ASD. An Interpretive Phenomenological Analysis (IPA; Smith, 2015) approach was used to analyze the data. Results indicate that participants had limited experiences in their training related to ASD. They identified benefits of working in the college context, such opportunities for collaboration, as well challenges related to the highly social nature of the college or university setting. Participants identified several considerations they take into account when approaching their work with clients with ASD, such as conceptualizing disability through a cultural diversity lens rather than a deficit-based model, and adapting their treatment modality to emphasize a strengths based approach that also includes some direct teaching of skills, to better suit the needs of these clients. Participants identified joys of their work such as appreciating the unique ways in which clients with ASD approach and think about situations as well as reporting challenges with clients' rigid thinking patterns and slower rate of change. Counselors also stressed the importance of consultation with colleagues and accessing outside resources, both on- and off-campus, as ways in which they find support to remain energized to work with students with ASD. Implications for training and practice are discussed.
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