國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Supporting College Students with Autism Spectrum Disorder :/
Reminder of title:	College Counselors' Perspectives.
Author:	Benson, Drew D.
Description:	1 online resource (99 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
Subject:	Counseling Psychology. -
Online resource:	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.
LDR:03443ntm a2200361K 4500 001 912573
005 20180608112134.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355406580
035 $a (MiAaPQ)AAI10624611
035 $a (MiAaPQ)umn:18595
035 $a AAI10624611
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Benson, Drew D. $3 1184997
245 1 0 $a Supporting College Students with Autism Spectrum Disorder : $b College Counselors' Perspectives.
264 0 $c 2017
300 $a 1 online resource (99 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
500 $a Adviser: Sherri Turner.
502 $a Thesis (Ph.D.)--University of Minnesota, 2017.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Counseling Psychology. $3 1179619
650 4 $a School counseling. $3 1181607
650 4 $a Higher education. $3 1148448
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0603
690 $a 0519
690 $a 0745
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Educational Psychology. $3 1184998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10624611 $z click for full text (PQDT)