Exploring intervention strategies and supports to promote mental wellbeing among individuals (aged 18-21) with ASD non-ID: the experiences of professionals in Cork/Kerry

Abstract

In society today Autistic Spectrum Disorder is very much prevalent as a study conducted by DCU revealed that approximately 1% of the population is affected by it. The transition period to third-level/ further education is highlighted throughout the literature as being crucial and can have a severe impact on one’s mental wellbeing, in particular for those with Asperger Syndrome. The NCSE explored in their research that by increasing student supports during this period, greater educational outcomes could be achieved as well as improved mental wellbeing. The aim of this study is to explore the strategies and intervention which are employed by key workers in Aspect which promote mental wellbeing for their clients with AS during the transition. The study is informed by an interpretive approach whereby the researcher conducted five semi-structured interviews through which key workers were asked about the work carried out in Aspect in relation to the transition period and also existing supports among higher education institutes. From the primary research conducted, four themes were developed which were: ‘Transition Period’, ‘Social Skills Deficit’, ‘Strategies used by key workers’ and ‘Existing Student Supports’. These themes had been similar to those which were explored in the literature review while also providing the researcher with new information which had not previously been explored. The transition period, although being very much an individual experience, if supported, correctly can be a positive one. It emerged from the findings that the transition period and preparation for it needs to begin earlier and this may decrease stress on the client and promote mental wellbeing and a more positive experience in higher education.