27 recherche sur le mot-clé 'University'

University Students with Autism: The Social and Academic Experiences of University in the UK / E. GURBUZ in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.617-631 Titre : University Students with Autism: The Social and Academic Experiences of University in the UK Type de document : Texte imprimé et/ou numérique Auteurs : E. GURBUZ, Auteur ; M. HANLEY, Auteur ; D. M. RIBY, Auteur Article en page(s) : p.617-631 Langues : Anglais (eng) Mots-clés : Autism  Education  University Index. décimale : PER Périodiques Résumé : The number of university students with autism is increasing, and it is crucial that these students can access adequate support. An online questionnaire was completed by 26 autistic students and 158 non-autistic students enrolled at UK universities to investigate social and academic experiences. Autistic students self-reported significant challenges and more mental health difficulties than non-autistic students. Significant challenges focused on the social components of university life, including social skills, social support opportunities, and levels of ASD awareness from others. Many strengths were also reported regarding academic skills of autistic university students. Importantly, there were more thoughts of withdrawal by the students with autism highlighting the need for support. These data can inform university student support services. En ligne : http://dx.doi.org/10.1007/s10803-018-3741-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] University Students with Autism: The Social and Academic Experiences of University in the UK [Texte imprimé et/ou numérique] / E. GURBUZ, Auteur ; M. HANLEY, Auteur ; D. M. RIBY, Auteur . - p.617-631. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.617-631 Mots-clés : Autism  Education  University Index. décimale : PER Périodiques Résumé : The number of university students with autism is increasing, and it is crucial that these students can access adequate support. An online questionnaire was completed by 26 autistic students and 158 non-autistic students enrolled at UK universities to investigate social and academic experiences. Autistic students self-reported significant challenges and more mental health difficulties than non-autistic students. Significant challenges focused on the social components of university life, including social skills, social support opportunities, and levels of ASD awareness from others. Many strengths were also reported regarding academic skills of autistic university students. Importantly, there were more thoughts of withdrawal by the students with autism highlighting the need for support. These data can inform university student support services. En ligne : http://dx.doi.org/10.1007/s10803-018-3741-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

Autism and the transition to university from the student perspective / S. LAMBE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1531-1541 Titre : Autism and the transition to university from the student perspective Type de document : Texte imprimé et/ou numérique Auteurs : S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1531-1541 Langues : Anglais (eng) Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Autism and the transition to university from the student perspective [Texte imprimé et/ou numérique] / S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur . - p.1531-1541. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1531-1541 Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions / R. LUCAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707 Titre : An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions Type de document : Texte imprimé et/ou numérique Auteurs : R. LUCAS, Auteur ; A. I. JAMES, Auteur Année de publication : 2018 Article en page(s) : p.694-707 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Higher education  Mental health conditions  Mentoring  Programme evaluation  University Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions [Texte imprimé et/ou numérique] / R. LUCAS, Auteur ; A. I. JAMES, Auteur . - 2018 . - p.694-707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707 Mots-clés : Autism spectrum disorder  Higher education  Mental health conditions  Mentoring  Programme evaluation  University Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university / Jiedi LEI in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1138-1151 Titre : Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1138-1151 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  college  perceived social support  social anxiety  social network  university Index. décimale : PER Périodiques Résumé : Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n?=?28) and typically developing students (n?=?28) were matched on sex, age (17-19?years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur ; Ailsa RUSSELL, Auteur . - p.1138-1151. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1138-1151 Mots-clés : autism spectrum disorder  college  perceived social support  social anxiety  social network  university Index. décimale : PER Périodiques Résumé : Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n?=?28) and typically developing students (n?=?28) were matched on sex, age (17-19?years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students / Tomisin OREDIPE in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.200-212 Titre : Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students [Texte imprimé et/ou numérique] / Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.200-212. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.200-212 Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

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Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

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"I just need a little more support": A thematic analysis of autistic students' experience of university in France / Emma MCPEAKE in Research in Autism Spectrum Disorders, 105 (July 2023)  

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"I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum / Helen GODDARD in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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Mentoring University Students with ASD: A Mentee-centered Approach / Nicole ROBERTS in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

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