Cassie Ann Short

A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard.

While the positive relationship between happiness and resilience amongst students is established, diversity in further education (FE) students warrants investigation into potential differences in the strength of this relationship. In respect of the multifaceted definition of the concept, two happiness measures were completed by respondents. This allowed investigation into the potential for the two measures to reflect differing features of happiness and allowed a more specific insight into the role happiness plays in the resilience of FE students. In this study, the predictive relationships of happiness with resilience among three level 3 populations – A-Level, BTEC and Access to HE at a further education college in the UK (N = 443) – are examined by means of self-report. Multiple regression analysis showed that happiness measures correlate with resilience, making independent contributions. Relative importance of happiness measures in predicting resilience also differs across pathways. Findings are discussed in terms of diversity of FE students and diversity of happiness within these populations. This research highlights a variation in significance of different facets of happiness on resilience, with implications for pastoral care in FE.

Poor adjustment to University in the first academic year predicts student attrition and low academic results (Gerdes & Mallinckrodt, 1994. Typical markers of maladjustment are loneliness, depression, and poor emotional management (Beyers & Goossens, 2002; Nightingale et al., 2103). Research indicates that this is a significant problem, with a third of UK undergraduates showing stable poor adjustment across the first year (Nightingale et al., 2013).
This presentation summarises the findings of two papers that are part of the outcomes of a research project funded by the University of Bolton (UoB) Learning Enhancement Fund 2014-15 which examines factors and strategies to support the transition to the university in first year undergraduates. The presentation will firstly report the findings of an exhaustive literature review conducted to examine factors that contribute to poor adjustment to university and strategies that have been successful in supporting adjustment. Secondly, it will show the initial findings from a series of focus groups which were conducted by the student researchers with UoB volunteer students as well as key UoB student support officers. The preliminary findings of the thematic analysis of the data will be highlighted and implications of the results for devising strategies to support undergraduates with the transition to university which target success and retention will be outlined.