The post- 16 transition can be very challenging for young people with High Functioning Autism including Asperger's Syndrome (HFAlAS) and can also take a toll on their parents. However, little formal evidence of the psychological impact of this transition exists. This research explores the experiences of post-16 transition from compulsory education for those with HFAlAS and their parents. These voices are crucial in developing an understanding of the issues that arise during th is time. Seven participants were selected using purposive sampling, of which four were parents and three were young people with HFAlAS. The young people were aged between 17-18 years old and for each young person at least one of their parents was interviewed. Semi-structured interviews were conducted with all participants ind ividually. These were recorded and transcribed. This enabled participants to share the aspects of their experiences that were most important to them. Interpretative Phenomenological Analysis was used to analyse the interview t ranscripts to produce a deep level of understanding of the transition experiences. Two participant groups were used to add breadth and richness to the data. Three overarching themes were identified from the interviews as follows: Managing in the Wider World, Knowing How to Support the Young Person and Making Sense of the Transition Process. Connections were made between these themes, re levant psychological theories and recent research . This study aimed to high light the challenges and support experienced by parents and young people with HFAlAS during this transition.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:601456 |
| Date | January 2013 |
| Creators | Franklin, Charlotte |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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