PROVIDING PRACTICAL AND EMOTIONAL SUPPORTS TO TRINITY COLLEGE DUBLIN STUDENTS WITH ASPERGER SYNDROME

by Rita Honan, Senior Lecturer, Neurodevelopmental Disabilities, Psychology Department, Trinity College Dublin

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Over the past three years research has been conducted to investigate the prevalence of Asperger Syndrome (AS) in the undergraduate and postgraduate student population at Trinity College, the knowledge base of this condition among students, and the related support services available within college. It was found that there is a fair understanding of AS, a reasonably wide range of potential supports that could be made available, but that these students are not presenting themselves and we have great difficulty finding them. The latter two points are, of course, characteristics of the condition itself- The literature and personal knowledge of persons with AS suggest that these students do have quite a difficult time at this juncture of their lives, when they have often left their supportive homes and smaller secondary schools, and are also becoming more interested in being involved with peers and romantic or physical relationships. University, being largely unstructured, presents them with significant challenges; it requires good social communication skills both in large and small class groups, being well organised, and being open to abstract ideas and controversial thinking. For those with AS, this combination of stressors can lead to depression and an increase in an already base level of anxiety. We thus have concerns for their social welfare, emotional well-being and academic performance. For these reasons, a project has been initiated to further investigate how we might reach out to identify these students, to delineate their needs in college, and to begin to provide some level of dedicated support.

During the 2004-2005 academic year a steering committee was formed which includes student representatives, Student Disability Service (SDS), Student Counselling Service (SCS), Student Health Service, Counselling Psychology Course, and the Henry Marsh Chair of Child and Adolescent Psychiatry. An email was sent to all students with an article on AS written by one of our own postgraduates with this condition. Students either self-refer or are referred by other students or staff and seen by this author for a diagnostic assessment interview. The SDS Evidence of Disability Form is completed, which includes a statement of how this particular student is affected by the condition, and the initial supports that are needed in college. The SDS then conduct their needs assessment interview and initiate selected supports. The student is also referred to our AS Project facilitator, an MSc in Counselling Psychology student. She conducts an initial interview and administers a quality-of-life questionnaire and adaptive behaviour scale assessment. An individual support plan is developed with the student, a time-line is agreed, and supports are initiated.

One component is the assignment of two or three self-selected SCS trained peers from the college Peer Support Network, each of whom meets weekly with their peer with AS.

This alone has made a substantial difference in reducing the isolation and improving the social skills of some of the students on the project. The students may also be provided with direct and indirect support to access entitlements, negotiate assignments and exam accommodations, complete their written dissertation, assist their tutors in better meeting their educational needs, etc.

We have just started the AS project, and currently have links with only a handful of students. We hope to become more proficient in identifying these students over time—to develop a system whereby we will be notified by secondary schools to assist with the college application and transition into college process, work with the Career Service in college, and also develop successful ‘Exit’ transition plans to increase the likelihood of both gaining and maintaining meaningful employment for graduates. A further aim is to educate lecturers and administrators college-wide about this condition. Any models developed that are meeting the objectives of the project will be shared with other third-level institutions in Ireland. The ultimate goal is for students with AS to have a successful social, emotional and academic university experience.

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