Memories of school transition in young people with Asperger syndrome and cognitive similarities and differences with schizophrenia; understanding diagnostic uncertainty

Thurston, Victoria (2014). Memories of school transition in young people with Asperger syndrome and cognitive similarities and differences with schizophrenia; understanding diagnostic uncertainty. University of Birmingham. Clin.Psy.D.

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Abstract

This volume is comprised of an empirical research article, a literature review and a public domain briefing paper which summarizes the empirical research and literature review.
Literature Review: The literature review summarizes recent research around the neuropsychological similarities and differences between individuals given the diagnostic label of Asperger Syndrome and those given the diagnostic label of Schizophrenia. Similarities in social relationships and emotional processing are identified with subtle differences in areas such as deception ability and IQ subtest scores. The overlap in these groups provides evidence for the utility of a formulation based approach to understanding individual differences and developing an intervention.
Empirical research: The empirical research considers the subjective experiences of young people with Asperger Syndrome when they transition from primary to secondary school. It uses a qualitative approach to this question, and identifies themes in individual experience including understanding of peers, development of a sense of self, the school environment and coping strategies. Implications for future research and support within school are considered.

Type of Work:

Thesis (Doctorates > Clin.Psy.D.)

Award Type:

Doctorates > Clin.Psy.D.

Supervisor(s):