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Journal of Autism and Developmental Disorders

Gepubliceerd in:

16-09-2017 | Original Paper

An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions

Auteurs: Rebecca Lucas, Alana I. James

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2018

Abstract

Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees’ and mentors’ experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships.

vorige artikel Autism and Accommodations in Higher Education: Insights from the Autism Community

volgende artikel Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger’s Syndrome

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Titel: An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions
Auteurs: Rebecca Lucas
Alana I. James
Publicatiedatum: 16-09-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-017-3303-1

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An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions

Abstract

Andere artikelen Uitgave 3/2018

Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm

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Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm

Bullying and Identity Development: Insights from Autistic and Non-autistic College Students

Psychometric Properties of the Spanish Version of the Broad Autism Phenotype Questionnaire: Strengths, Weaknesses, and Future Improvements

Functional but Inefficient Kinesthetic Motor Imagery in Adolescents with Autism Spectrum Disorder

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