The impact of school-based group cognitive behaviour therapy on autistic adolescents’ social and emotional competency: a case study of an Irish post primary school

Abstract

Aspects of adolescence induces different life stresses for autistic adolescents, including increased anxiety associated with the busy environment of a post primary school, the constant pressure to perform academically, and the ever-changing social complexities associated with peer relationships. The purpose of this study is to extend the emerging evidence base exploring whether school-based Cognitive Behaviour Therapy (CBT) as a support is beneficial in developing autistic adolescents’ social and emotional competency. The research design takes the form of a single case study to explore participants’ experiences and perceptions of CBT as a psychoeducational programme implemented in an Irish school context. The research design champions a participatory action research model because of it being an interpretivist/constructivist methodology which offers all 8 participants equal opportunity to become involved in the research project. This research examines the outcomes of a differentiated version of the ‘My FRIENDS Youth’ programme; firstly, through the eyes of those being studied (autistic students aged 13-15 years), and secondly through those facilitating the programme and generalising the skills (educators and parents) over a 5-month period. Qualitative data includes data gathered sequentially in the form of interview and focus group meetings pre, midway and post programme and concurrently in the form of reflective journals. Datasets are analysed using a reflexive thematic analysis framework. The findings establish influential components of the differentiated CBT programme that suggested positive changes in the autistic adolescents’ emotional regulation skills and social competency and highlight implications regarding the feasibility of implementing group CBT in a post primary school setting. This study contributes to literature in three fundamental ways: its appreciation of the autistic student’s voice in educational research, its implementation of group CBT in the students’ naturalistic school environment, and its involvement of educators as core facilitators in collaboration with parents.