Fostering social connectedness among adolescents and adults with autism: A qualitative analysis     

Olivia Tomfohrde  Rebekah L. Hudock  Kalli B. Kremer  Nusroon Fatiha  Lindsey Weiler 《Psychology in the schools》2023,60(1):23-39

Autism spectrum disorder (ASD) impacts approximately 1 in 44 children in the United States. Common characteristics of ASD are marked deficits in communication and social connectedness. As autistic children approach adolescence, there is a lack of interventions available to them. Mentoring can provide adolescents with a relationship that facilitates social connectedness with another person who has a shared life experience, filling a gap in services. The Autism Mentorship Program (AMP) was designed to provide autistic adolescents a meaningful relationship with an autistic young adult. Via participation in focus groups, mentees (n = 5), mentors (n = 6), and parents of mentees (n = 6) shared their experience of participating in an afterschool, youth mentoring intervention. Themes were developed from an open coding procedure. Results showed that AMP was associated with helping mentees find social connection within their mentoring relationship and among the group of mentees. Mentors also reported mutual benefits in social connectedness. Perceived benefits of the program, including improved academic performance, and suggestions for future programming are reported. AMP appears to be a promising program that provides social benefits for adolescents with ASD who may have few options for this type of support.  相似文献   

图书在版编目存在的问题及提高质量的措施   总被引：4，自引：0，他引：4  

杨建  李爽 《高校图书馆工作》2006,26(1):41-43,74

文章分析了图书在版编目存在着著录数据、分类标引、主题标引三个方面的问题,提出了提高图书在版编目质量的措施.参考文献7.  相似文献   

音乐图书资料的作用与建设   总被引：2，自引：0，他引：2  

余琳 《高校图书馆工作》2006,26(1):82-83

文章在分析了音乐图书资料在音乐教育、音乐创作和音乐研究中的重要作用的基础上,从管理人员素质、常规介质资料、电子介质资料等方面,讨论了加强音乐图书资料建设以更好地为教学、科研服务的问题.参考文献3.  相似文献   

Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses     

Zoe Chadwick  Amanda Edmondson  Sarah McDonald 《Support for Learning》2022,37(1):44-61

Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context.  相似文献