A coping‐oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self‐esteem, and social anxiety symptoms

The purpose of the study was to examine the effects of personality, anxiety sensitivity, intolerance of uncertainty and self-esteem on different anxiety symptoms. A total of 436 university students completed measures of personality, anxiety sensitivity, intolerance of uncertainty, self-esteem, and symptoms of panic, worry and social anxiety. Results have shown that neuroticism, conscientiousness and psychological concerns (anxiety sensitivity) predict symptoms of panic and that psychological concerns mediate the relationship between neuroticism and panic. Worry was predicted by neuroticism, prospective and inhibitory intolerance of uncertainty and self-liking, with intolerance of uncertainty mediating between neuroticism and worry. Finally, neuroticism, openness to experiences and extraversion, as well as social concerns (anxiety sensitivity), inhibitory intolerance of uncertainty and self-liking predicted social anxiety. Social concerns, inhibitory intolerance of uncertainty and self-liking mediated the effects of neuroticism and extraversion on social anxiety. Results offer support to neuroticism being a universal risk factor and anxiety sensitivity, intolerance of uncertainty and self-esteem having specific effects on anxiety symptoms.

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Inclusive school practices supporting the primary to secondary transition for autistic children: pupil, teacher, and parental perspectives

Advances in Autism ◽

10.1108/aia-05-2018-0016 ◽

2018 ◽

Vol 4 (4) ◽

pp. 184-196 ◽

Cited By ~ 1

Author(s):

Keri Hoy ◽

Sarah Parsons ◽

Hanna Kovshoff

Keyword(s):

Young People ◽

Secondary School ◽

School Transition ◽

Effective Practices ◽

Small Scale ◽

Autistic Children ◽

Content Type ◽

Secondary School Transition ◽

Practical Implications

Purpose The primary to secondary school transition can have a significant and long-lasting impact on young people. Autistic children are particularly vulnerable to negative transition experiences; however, there is a lack of research examining effective practices and provision for these pupils. This case study involves a mainstream secondary school in the South of England, which has a dedicated Learning Support base. The purpose of this paper is to collect qualitative data on experiences of the primary to secondary school transition from multiple stakeholders. Design/methodology/approach A photovoice activity followed by a semi-structured interview was conducted with five autistic pupils aged 12–16 years; semi-structured interviews were also carried out with six parents and four teachers. Findings Five key themes emerged from the data in relation to effective practices: inclusion, child-centred approach, familiarisation, visual supports and communication and consistency. Research limitations/implications As a small-scale case study, there are limitations regarding generalisation. However, this research illuminates transition practices that are experienced as effective by autistic children, their families and teachers. Practical implications Practical implications related to each of these themes are highlighted. These implications are important in the context of the mandatory responsibilities of schools in England to include the voices of children and young people with special educational needs in decisions about their education. Originality/value The findings challenge a rights-based approach to inclusion and illustrate the importance of a needs-based approach which appropriately recognises and understands what autism means for children, their families and the teachers who support them.

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