LEADERS:一个针对自闭症谱系障碍（ASD）高中生的心理教育支持小组

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2023-06-08 DOI:10.1080/15377903.2023.2221201

Kaitlyn Ayala

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引用次数: 0

摘要

摘要在生命过渡过程中，自闭症谱系障碍（ASD）患者面临着独特的挑战。在从高中到高等教育的过渡过程中，自闭症谱系障碍患者在社会环境中的脆弱性增加，完成课程的可能性降低，出现心理健康问题的风险增加。为了帮助这些人成功地度过这一转变，高中心理健康专业人员应该考虑将他们纳入一个心理教育支持小组，该小组专注于发展执行功能技能、调节和应对技能，以及社交技能，允许练习和扮演新学到的技能，以及讨论想法和个人经历。讨论了拟议课程（LEADERS），以及运营拟议团队的后勤和道德考虑。

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LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD)

Abstract During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition, high school mental health professionals should consider including them in a psychoeducational support group which focuses on the development of executive functioning skills, regulation and coping skills, and social skills and which allows for the practice and role-playing of newly learned skills as well as the discussion of ideas and personal experiences. A proposed curriculum (LEADERS) is discussed, along with the logistical and ethical considerations of running the proposed group.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.