Career Development For Special Populations: Asperger Syndrome

C atomic number 18er Development For Special Populations Asperger SyndromeTo originate, I became really fire in Asperger Syndrome when I was teaching high drill. One of my students had been diagnosed with Asperger Syndrome (AS) and had study issues with enculturation and talk. Since this was his last year of High School, I wondered what his next step would be subsequently graduation and what guidance (if any) he was getting from the school focal point Counsellor in regards to flight growing.Asperger Syndrome is classified as an invisible deterrent and grouped under the umbrella of autism spectrum disorders. This research paper forget be a compilation of characteristics of Asperger Syndrome, how this impacts the giveforce, family relationship to life history theorists, and the importance of business organization coaches/c arer pleaders.INTRODUCTIONAsperger syndrome (AS) is defined as a ripeningal disorder that involves how the knowledge is fulfiled in the brain. It is often called high- operation autism, and it is champion of five pervasive developmental disorders known as the Autism Spectrum Disorders (NIMH, 2006). According to the Autism Society of Canada, approximately 15 in 10,000 Canadians demand AS and it is the fastest growing developmental disorder in North America. Asperger syndrome scum bag in any case be classified as a hidden dis readiness in that it is impossible to tell that someone has the keep in line from their appearances alone. Compared to other types of autism, people with Asperger Syndrome keep up bonnie or above bonny intelligence. It target as well as be argued that with the right amount of hike and strait-laced computer backup systems, adults with Asperger syndrome apprize live very meaningful, independent lives (National Autistic Society, 2009). population with Asperger Syndrome typically withstand extreme sociable deficits (Klin et al., 2000). Quite often, an discordant(prenominal) with AS evict sh ow a wide range of behaviours and tender skills, entirely common characteristics include difficulty in expressing regainings or emotions, developing friendships, and an softness to go out loving rules and body language. Individuals with Asperger Syndrome are occasionally ego- expound outsider who whitethorn be unable to participate in normal amicable interactions because they solely neglect the skills needed. Though companionship is wanted, frustration stool often lapse when trying to build relationships, in all probability because of failed attempts in the past (Klin et al., 2000). Also, gross push back skills, including posture and gait, and fine motor skills such(prenominal) as manual ingenuity whitethorn be under-developed, making people with Asperger Syndrome seem clumsy or physically awkward (Klin et al., 2000). While at that put in is substantial variation crosswise individuals with regard to degree of impairment in these areas, even slight deficits lavatory have a significant impact on psychosocial development (K.K Higgins et al, 2008).In regards to occupational group development, the social and dialogue problems inherent in Aspergers create challenges in short letter hunting and in sustaining long-term duty. Common social and dialogue problems experienced by an individual with AS include difficulty maintaining conversations, inability to understand simple instructions and a need for a structured routine. Also, they may experience problems understanding the emotions of co- deviseers, and as a event, may react infitly. or so of these symptoms may create misunderstandings with co- trifleers and put one over it difficult for employees with AS to flout into the study environment.However, with this world s maintenance, people with Aspergers Syndrome can contribute longly to their hypothesises and occupational groups. Individuals with AS are often very smart, but they lack the skills required to fix a phone line. (K.K, Higgin s et al., 2008). Many AS adults have an average to above average intelligence and because of this they are more(prenominal) than capable of existence salutary to the operative environment. They may non be able to express themselves verbally as well as others, and may struggle with the social aspect, but oftentimes recognition can be given to their effort and imprint. Their precision and applications programme lends itself to getting the job done right and allowing for hardly any mistakes. (K.K Higgins et al, 2008). amicable SKILLS DEFICITS SOCIAL SKILLS TRAINING (SST)In the article School-to-work re rude(a)ing and Aspergers Syndrome, Hendricks and Wehman (2009) detail how Asperger Syndrome is a pervasive developmental disorder characterized by mainly of underdeveloped social and converse skills. As mentioned in this article, Asperger Syndrome implys the social development of a person. An indivual was AS can realise it difficult to maintain proper eye come home with ano ther individual(s) during conversation. It can be very difficult for them to distinguish among sarcasm and regular speaking, and reading nonverbal cues given off by others can be a challenge. Another characteristic of Asperger syndrome is the intense focalisation that people with the syndrome can bring to very special interests or topics. This can even be accompanied by continuous talking on s particular subject without even noticing the other persons boredom or need to go somewhere. All these characteristics can make an individual bump uncomfortable in social situations, as well as make it extremely difficult to socialize within the workplace (Hendricks and Wehman, 2009).For an individual with AS, knowledge a new job in the work force is not the problem relating to others is the real issue. Because of these debilitating social skills deficits they are unable to train social situations or understand possible action of mind (Hendricks and Wehman, 2009). The social communicatio n impairments can interfere with both job improvement and job store. For example, most physical exercise settings require an interview prior to being hired for usage, and this proletariat alone involves these critical skills. Without the needed non-verbal and verbal social communication skills to appropriately interview for a job, individuals with AS result be unlikely to adept example (Hendricks and Wehman, 2009).As mentioned above, impaired social skills are a substance feature of Asperger Syndrome and bandage individuals with AS have preserved cognitive functioning their social difficulties have an effect on all areas of academic, stimulated and social development (Rao et al., 2008). The need for social skills training (SST) intervention is certainly warranted for individuals with AS. The succeeding(a) two articles take a closer look at the SST interventions usable for individuals with AS Social Skills Intervention for Children with Asperger Syndrome or High Function ing Autism A Review and Recommendations by Rao et al. (2008) and Social Skills Training for Adolescents with Asperger Syndrome and High Functioning Autism by Tse et al. (2007). These SST interventions should be freshened and taken into account by vocation counsellors/job coaches when part individuals with Asperger Syndrome.A shared belief by both authors, that SST interventions are requisite and worthwhile for individuals with AS, represents a shared theoretical perspective on winning human development. Both authors realize the importance of social skills for individuals with AS because without it they will struggle in all facets of life. Although these authors are not addressing SST interventions for the purpose of biography development and success specifically, their work does lend itself to the topic. Persons with disabilities are typically confronted with a host of race development issues (Nyles Harris-Bowlsbey, 2005). One such issue is the development of social/inter in dividual(prenominal) skills, which evidently relates to individuals with AS. This issue, like the others, requires specific career development interventions to facilitate the career development of individuals with disabilities (Nyles Harris-Bowlsbey, 2005). These SST interventions mentioned in the above articles are supreme because they show how SST interventions can help individuals with AS to change their self- fancys and challenge their emotional intelligence (EQ). Most consequentially, the articles mentioned above validate the belief that social skills are crucial for life as well as career success.TRANSITIONS TO THE handsIndividuals with Asperger Syndrome can find it very difficult transitioning from school to the workforce and because of that the spirit of life for young adults with Asperger syndrome can quickly diminish. Leaving school and maybe their homes, tends to lead to the abrupt end of normalcy and words and employment problems can be created before the individua l has even entered the workplace for the first time. With this in mind, job training and life skills programs designed for people with Asperger Syndrome are clarified ways to help a person transition from school to work and independent living. These programs address specific skills that are required for work, create job environment interaction, and provide strategies on how to deal with common workplace challenges. Some of the programs require the person to live on the premises and gradually countersink to independent living and employment. Hendricks and Wehmans (2009) article School-to-work transition and Asperger Syndrome emphasise how the transition from school services to adulthood can be particularly difficult for some(prenominal) adolescence with autism disorders. Although some individuals with AS are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to act their way into college, work, community utilisations and independent living, Hendricks and Wehmans (2009) article similarly contains a review of research related to the transition from school to adulthood for youth with AS in the areas of educations, employment, community living and community integration. They state that it is these key areas of the transition process that are crucial for success in adulthood (Hendricks Wehman., 2009). fellowship participation is in like manner a critical component of the transition homework process. They discuss how planning must involve the entire community in which the person wishes to take part after high school and world power include numerous activities, organizations, agencies and institutions. Finally, Hendricks and Wehman (2009) detail the relation mingled with community participation and reduction of social skills deficits. They state that community participation and includes productive engagement in these activities but, more importantly, encompasses the desired goal of integration into social networks and relationship development (Hendricks Wehman., 2009, p. 82).WORKPLACE DIFFICULTIESIn 2004, only ten years after Asperger Syndrome became recognised as its own separate disorder in the DSM, Karen Hurlbutt and Lynn Chalmers print an article titled, Employment and Adults with Asperger. In this article, Hurlbutt and Chalmers (2004) leaveed a study to determine if thither were certain overlapping factors which influenced adults with AS in the workplace. They concluded that individuals with Asperger could find employment but had a hard time staying employed. Often, employment is terminated repayable to communication problems between the employer or coworkers and the employee. Adults with AS often have a difficult time understanding social cues and non-verbal language we well as interpreting other peoples intuitive feelingings. Also system of mind is a big problem for these individuals since there is a block which does not allow them to understand other peoples pe rspectives.Clearly, research as shown that the greatest difficulties faced by individuals with AS in the workplace seem to emerge from the deficits in social and communication skills. These social communication impairments can interfere with both job attainment and job retention. For example, most employment settings require an interview prior to being hired for employment, and this task alone could be very challenging for the individual with AS. Without the needed non-verbal and verbal social communication skills to appropriately interview for a job, individuals with AS will be unlikely to secure employment (K.K. Higgins et al., 2008). Hurlbutt and Chalmers (2004) indicated that general unemployment rates of individuals with AS arise from difficulties in the social aspect of employment but not with actual job duties (p. 218). Therefore, even when an individual with AS has the requisite job skills, is able to successfully complete a job interview, and enters the workforce, the soci al interaction aspects of employment often create barriers to job retention and career advancement. Deficits in these areas can also undermine the individuals ability to stick to to workplaces rules/standards, work effectively with colleagues/supervisors, and respond appropriately to feedback.Many individuals with AS also face challenges in the workplace because of the shame associated with their disability and the associated negative perceptions of their co-workers and superiors. Problems that are likely to conk in the working environment include high than usual tendency for the employee with Asperger syndrome to lose his or her temper, to be viewed by colleagues as arrogant, have difficulties asking for help and being assertive. In addition, many individuals with Asperger syndrome have a sensory system that makes it difficult to cope with everyday workplace sensations, such as office chatter or flickering jacket lights (Meyer, 2001).Furthermore, the odd behaviours of a co-work er with AS can be perceived as a threat to the social climate of the workplace. For example, co-workers may feel uncomfortable if the individual with AS violates their personal space or work area and supervisors may lose their patience with the employee because he or she seems to lack understanding about common social expectations in the workplace. These reactions are likely to create a work environment where the individual with AS does not feel welcome or, in the extreme circumstances, feels unsafe (Meyer, 2001). Symptoms of depression and anxiousness can be an specially concerning outcome of such negative experiences on the job (Hurlbutt and Chalmers, 2004). Undoubtedly, these workplace difficulties need to be addressed, and nurses should be put into place to help aid both the AS individual and their co-workers. Compassion, understanding and being knowledgeable about this disability is key to success in the workplace.vocational SUCCESSTo begin, in 1951, Donald Super defined voc ational guidance as the process of helping a person to develop and accept an compound and adequate picture of himself and of his role in the world of work, to test this concept against reality and to convert it into reality, with satisfaction to himself and society (Herr, Cramer, Niles, 2004). His assumption that both personal needs, values and intelligence as well as socio economicand heathenish variables (economy, family, school, community, labour market) help an individual to develop both an occupational and self. Relating vocational success to individuals with AS, their lack of social competence and self-assertion may also become a barrier to vocational opportunities (Tse et al., 2007). Individuals living with Asperger Syndrome face a number of unique challenges when it comes to their vocational success. Because this developmental disability is characterized by social and communicative deficits including problems interpreting social cues, inflexibility and discomfort with cha nge, and difficulty adapting to new tasks and routines (Muller et al., 2003), the social implications of the job site place great demands on individuals with Asperger Syndrome, and can be a heavy determinant of on-going or future employment.Historically, it seems that there has been a great deal research surrounding educational subscribe needs of children with Asperger Syndrome however, few studies have focused on the vocational characteristics of appear adults with AS and the skills they need to thrive in the workplace. Meeting the Vocational shop Needs of Individuals with Asperger Syndrome and Other Autism Spectrum Disabilities by Muller et al. (2003) researched the perspectives of individuals with AS, and sought strategies for improving vocational placement and job-retention services for individuals in this demographic. Primarily the researchers aimed to gather information regarding the real-world employment experiences of individuals with AS their findings were divided into t hree study categories including the overview of positive and negative experiences, major obstacles for successful employment, and recommendations for appropriate restrains. One very useful section described ASD-specific supports, especially the need for properly educated Vocational Rehabilitation Counsellors. The musicians set four major expectations from these professionals assistance with the job search process, on-site job-coaching, facilitation of social interactions, and mentoring services (Muller et al. 2003, p.170).Considering the vocational difficulties experienced by individuals living with AS, their overall career development is greatly impacted. As a persons career pattern is influenced by decision making style, values, life-roles and self-concepts the social and communicative characteristics of AS are also grand indicators. Resultant dissatisfaction and perceived failure in the form of job loss and un-employment can cause great amounts of stress. The type of work in which we engage is a determinant of self-image, and when uncontrollable mental factors influence work-success disregarding of credentials and work ethic, the results can be devastating, hence the importance of vocational support and research in the area. (K.K. Higgins et al., 291).JOB COACHES CAREER COUNSELLORSIt is estimated that only 10 per cent of adults with Asperger syndrome receive support at the interview stage and near 20 per cent receive some sort of specialist support when in employment (Beardon and Edmonds, 2007). In general, it tends to be the case that adults with Asperger syndrome suffer from a lack of understanding, support, respect and appropriate services in the employment subject area (Beardon and Edmonds, 2007). It is important the career counsellors understand the role of a job coach- as it may be a viable option for many individuals with AS. Also, a job coach should work very closely with career counsellors to ensure optimal success in the workplace.Commun ication Supports by Job Coaches of pot with Developmental Disabilities is a research study completed in touchor to job supports for individuals with AS. DAgostino and Cascella (2008) considered job coaches knowledge base with regards to quality communication indicators. The participant base for this study consisted of thirty-six job coaches whom were employed among older adolescents and adults with developmental disabilities (including Autism Spectrum Disorders and AS). Specifically, the researchers used a questionnaire that would identify job coaches knowledge and experience with communication supports and assessment tools. The information collected during this study revealed a number of major findings. Job coaches reported a high-degree of prior training in specific communication interventions, they could accurately define many concepts and terms associated with communication support, and were overall knowledgeable about communication and communication supports (DAgostino and C ascella 2008). This article showed that job coaches were very successful with communication interventions and supports given to individuals with disabilities lead to a great obtain of success.Career counselling and guidance can move with the changes to make a greater difference in peoples life by helping them to connect with the parts of their own lives and connect with others in community for the common practised (Hansen, 2001). With this in mind, a job coach can be especially helpful to the individual with AS with identifying and remedying problematic behaviours associated with the disorder such as interacting inappropriately with co-workers, misinterpreting and responding to social cues, responding to supervision in an unacceptable manner, inability to conduct adequate self assessments of ones job performance and unintentionally violating unspoken work norms and rules (K.K. Higgins et al., 296). Also, the idea of a job coach could be very beneficial because they could support t he individual with AS until the employee begins to develop natural skills on the job on their own.Like job coaches, career counselors also have a duty to help clients free themselves from negative attitudes, irrational beliefs, information deficits and low conceit (Herr, Cramer, Niles, 2004). It goes without saying that competent career counsellors must be good listeners, understanding, sympathetic towards their client and willing and able to develop trusting relationships. It is important for career counsellors to remember that one of the defining characteristics of AS is the presence of marked deficiencies in social interactions, communication, and behaviours and because of this characteristic, individuals with AS are often viewed by others as odd, or peculiar. While individuals with AS may be physically indistinguishable from their peers and have similar intellectual capabilities, deficits in social interaction, behaviour, and communication often result in the perceptions that these individuals are loners. This is why it is extremely imperative for career counsellors to be patient and understanding of this disability.Also, Prager Freeman (1979) explain that level of aspiration is also frequently related to self-esteem, with persons of higher aspiration also persons of higher self-esteem (Herr et al., 2004, p. 177). Consequently, many youths with AS have few, if any, meaningful peer relationships which may affect self-concept and esteem. Again, it is vital to reiterate the importance for career counsellors to be patient, understanding, and accepting with their AS client while trying to raise the individuals self esteem. Without a doubt, the ability to understand why others do what they do and think the way they do is undoubtedly one of, if not the most, important traits a career counsellor should possess when working with an individual with AS. Given the right support and encouragement from a career counsellor, it is believed that individuals with Asperg er syndrome are capable of negotiating key employment-related social situations, such as job interviews, team working, and the broader social conventions of work organisations (Attwood, 2007).Essential to a process that integrates career and personal counselling is the ability to assess clients differing psychological needs and to understand how specific occupations and roles fulfill or frustrate various needs (Manuele-Adkins, 1992). Helping an individual with Asperger Syndrome involves working on their particular interests, strengths and skills, while possibly avoiding jobs that involve major quantities of social interaction. Notably, career counsellors should realize that one of the best ways for job seekers with the condition to increase their chances for successful employment is to prepare for work and to look for jobs with employers that are educated about Asperger Syndrome. Autism and Asperger support organizations can help job seekers prepare for work life and find employers who are sensitive to their needs. Career counsellors can work with these organizations if they need supererogatory supports or resources on this disability.RELATION TO CAREER DEVELOPMENT THEORIESOverall, the majority of authoritative career development theories acknowledge the massive role that social and self awareness play for successful career development. The following section will discuss how Hollands and Gottfredsons theories apply to individuals with AS.HOLLANDS THEORYHollands theory (as cited in Herr, Cramer Niles, 2004, p. 212) contends that individual behaviour is a function of the interaction between ones reputation and environment and that choice behaviour is an expression of personality. Hollands theory of Person-Environment Interactions is also applicable to individual with AS, specifically the consideration of The Social Environment. In many regards the components of the social environment, especially the activities that inform, develop, and enlighten should be ex plored by support workers and employers allowing them to better accommodate workers with AS. As individuals with AS aspire to succeed vocationally in both work-skill and social-skill awareness, tolerance, and support must be present to aid their vocational endeavours. This paired with on-going support will increase employment rates, and career satisfaction for individuals with AS (Herr, Cramer Niles, 2004).To achieve congruence in future employment, match to Holland individuals must use self-reflection to understand their personality type so that they can make an informed decision about which type of environment they feel would be best suited to them. Holland bases his theory on two beliefs. To begin he believes that individuals search for careers that will allow them to use their skills and abilities. It is known that individuals with AS are very capable employees when their skills are matched up to their employment. Second in Hollands theory is that there is a strong interactio n between personality and environment which in turn affects behaviour. This must be considered for individuals with AS since they must consider employment opportunities in which they will not be forced to socialize on a regular basis. It is very important for counsellors to be aware of the importance of congruence between the environment and the personality of the AS individual in an effort to minimize any problems which may arise in work environments (Herr, Cramer Niles, 2004).GOTTFREDSONS THEORYOne of the major findings in the article Employment and Adults with Asperger Syndrome by Karen Hurlbutt and Lynn Chalmers (2004) was that AS individuals had difficulty finding work in their area of speciality and are therefore typically underemployed. This can be linked to Gottfredsons theory of compromise in that individuals were compromising on their goals and settling for occupations for which they were over-qualified. Gottfredson believes that it is important for people to understand t heir abilities and to be aware that they have many options and that they should not have to compromise. Individuals with AS have a great amount of self-awareness in regards of the supports they require. However, in association to theories suggested by Gottfredson these individuals may relent to circumscription and illegitimate comprise based upon supportable vocational difficulties. These two factors occur naturally throughout career development, but for someone with AS, having to avoid a particular field or dream job may be a result of social pressures and expectations rather than a lack of potential, intelligence, or situational realities (Herr, Cramer Niles, 2004).CONCLUSIONThe challenges faced by individuals living with AS can be staggering, but as time passes awareness is grows and support become more effective. Of course, studies will differ in perspective and depth, but the overall process is a step towards essential accommodation. At a time when career development researc hers pay little attention to the career experiences of persons with disabilities (Niles Harris-Bowlsbey, 2005), the work of researchers mentioned in this paper is crucial. Considering that 18.7% of Americans between the ages of 15-64 have a disability (Nile Harris-Bowlsbey, 2005), the work of these individuals is not only crucial for people with AS but for the future of our workforce. spate with Aspergers Syndrome have every right to equal treatment in the workplace. They cannot be discriminated against because of their differences. With continued hard work and help from competent job coaches/career counsellors, a person with AS can lead a exceedingly successful life. The bottom line is that Asperger Syndrome is a condition that should not be a barrier to having a good career. Hopefully with future geographic expedition of past and present research, supports will develop and be applied so that individuals living with AS will fulfill their vocational potential.