**5. Group approach for ASD adolescents in student counseling**

In the area of student counseling at universities, the support for students with developmental disorders, including ASD, is an important mission. ASD students often have talents in specific fields, such as an expert knowledge of mathematics. However, while they have special talents in some areas, it is difficult for them to use these talents fully because they have difficulty with social skills. Communication skills are necessary for professors or laboratory members so that they can use their talents effectively at universities. However, many ASD students are not good at smoothly establishing relationships with others. Such difficulties sometimes cause maladaptation to the university, and this problem is aggravated after the students drop out. Individual student counseling deals with the problem, and until recently it was the only way to help ASD students. Recently, attention has begun to focus on therapy involving a group approach for students with developmental disorders. This section will introduce a case of a new group approach for university students, based on the work of Kato and Yura [29].

#### **5.1. Details of the group**

However, the increased scores did not rise significantly; the category of "not changed" was higher than "decreased" in "trust for oneself." This means that the collaborative block creation does not have negative effects in regard to their trust for themselves. Participants presented their image on the base plate, and the facilitator watched the process. This secure framework of the block technique contributed to the result. The scores were particularly increased in the items "I am worthy of trust" and "I can trust myself." These items directly represent selftrust in simple words more than other items, and the increase here might reflect participants' experience of the collaborative work. The previous research has shown that ASD students have low self-esteem or distrust because of continuous experiences that show them that they are unable to establish relationships smoothly with others. The collaborative block creation is

In contrast, the category of "increased" was higher than "decreased" in "trust for others." This means the collaborative work increased students' trust for other group members. The previous section examined the effect of collaborative block creation on Japanese high school students and showed that the work increased feelings of safety and a sense of acceptance of others. Participants in the present study had the same experience, thus explaining the increased trust for other members. In particular, the scores were increased in the items "I can keep trust with others if we face problems" and "I trust others based on my experience." Collaborative creation facilitated participants' communication, and this positive process affected their trust for others. Therefore, blocks are familiar toys for participants and play the

The facilitators were responsible for implementing the collaborative creation approach. Although the participants tended to convey a very narrow range of expressions at the beginning, they gradually started to communicate and collaborate more with each other. This process proved effective in helping the participants increase their social skills, self-efficacy, and satisfaction. We are currently preparing to test this approach with a group that includes children with several different developmental disorders, such as ASD and ADHD. Although ASD children prefer to be alone and stay in their own world, ADHD children are often interested in many different things and actively communicate with others. The social differences between these two groups of children may represent a good opportunity for the participants to communicate with each other. Of course, the facilitators will have to closely monitor the group dynamics closely, maintain a good atmosphere, and secure the framework of the approach in

useful in assisting with secondary issues such as low self-esteem and distrust.

**5. Group approach for ASD adolescents in student counseling**

In the area of student counseling at universities, the support for students with developmental disorders, including ASD, is an important mission. ASD students often have talents in specific fields, such as an expert knowledge of mathematics. However, while they have special talents in some areas, it is difficult for them to use these talents fully because they have difficulty with social skills. Communication skills are necessary for professors or laboratory members so that

role of a medium for nonverbal communication.

44 Socialization - A Multidimensional Perspective

order to effectively facilitate the communication.

In regard to student counseling, when many students with ASD attend counseling, their main problem is relationships with others. However, while individual counseling can reduce their daily stress, preventive approaches are also necessary. This case study attempted some group approaches from this perspective. One of the groups in the study was named "Collector's Club." Any student from the university could join the group, both students with ASD and students with no such diagnosis. The group was announced by poster and website at the university. In some cases, a counselor would refer students to the group. Such collaboration between individual counseling and the group is important. The main aim of this group was to support improving the social skills of participants through their collections or hobbies. While ASD students have interesting collections and hobbies, it is not always easy for them to find friends with whom to share these interests while at the university. The group was planned in order to provide an opportunity for students to present their hobbies and a chance to make new friends. The group was held in a classroom at the university after class. Every session was approximately 90 minutes long and held once a month. A clinical psychologist and psychiatrist joined the group as facilitators. In each session, one participant took on the role of presenter and introduced his or her own hobby or collection.

#### **5.2. Case report**

This section summarizes one of the cases from the Collector's Club. The participant was a male university student with high-functioning ASD (diagnosed based on DSM), majoring in science. He had difficulty forming good relationships with laboratory members, and his professor referred him to the group. He participated in the group with a total of 15 times. He was nervous when he joined the group the first time. He said "Many people talking together looks like fun. However, it is difficult for me to join them; today's experience is exciting" (#2). He brought a book for the club, but he hesitated to show it to other members. The facilitator talked to him and asked about the book. Then, he gradually talked about it (#5). He brought a photo album for the other members. These were his favorite photos, which he collected using the Internet, and he introduced each photo to the other members (#7). He brought a leaflet of the event to the university and presented on it. It was impressive that he voluntarily checked out the event and was able to share his interests with others (#8). He began to talk to other members in a loud voice and said "I want to try things I'm not good at" (#11). He again brought some event leaflets. Other members took an interest in them, and they talked to him. While in the past he had only been able to communicate with other members if the facilitator mediated their communication, he could now talk to the other members without the facilitator's support (#13). He showed some origami books to the other members. One of the members was interested in origami too; they talked together about origami works while looking at the books (#15).

ship between origami and mathematics. This academic communication was something that was original to the group approach at the university, and it could be another medium in establishing relationships among university participants. Finally, we discussed the "community" aspect. This group was organized in a community at a university. Several students of different genders, generations, and cultural backgrounds were learning together at the university; these cultural differences were also able to incorporate developmental disorders. The university diversity was useful for peer support. The group was open to every student, and they could share their interests and hobbies in it. They also strengthened their social skills with each other by sharing their similar interests. This group was a new peer support model that facilitated social skills in the participants, especially those with ASD, at the university.

Improving Social Skills through Collaborative Artwork and Group Activity

http://dx.doi.org/10.5772/intechopen.74789

47

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[5] Martin N. Art therapy and autism: Overview and recommendations. Art Therapy.

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Words. London: Jessica Kingsley Publishers; 2001

**Author details**

Address all correspondence to: daiki-k@kinjo-u.ac.jp

Kinjo Gakuin University, Nagoya, Japan

Daiki Kato

**References**

2009;**26**(4):187-190

2001;**39**:113-121

## **5.3. Discussion**

When he first began to attend the group, he seemed to be nervous. It should be noted that he felt conflict because it was the first time he had joined a group with unfamiliar people. For example, in #2, he had a conflict between two emotions: the desire to communicate with other members and a lack of competency concerning his own social skills. His comment "Many people talking together looks like fun. However, it is difficult for me to join them; today's experience is exciting" strongly represents his conflict. The "medium of hobby" had an important role in communication in his case. Origami and photos functioned as a medium for communication. However, if he had had no "medium of hobby," it would have been difficult for him to establish relationships with other members. Common interests or hobbies can thus be a useful medium to facilitate communication. It is important for the facilitator or counselor to notice the medium and share their interest in verbal and nonverbal ways.

This student's positive approach to others could be clearly seen in #7 and #8. He introduced his interest to other members through photos or events. His comment "I want to try things I'm not good at" in #11 represents his growth and confidence. Ultimately, he was able to communicate with other members without the facilitators' support. The experience of the group facilitated his confidence and reduced hesitance.

The good thing about the Collector's Club was that various students could gather with common hobbies. Participants could join the group regardless of age, gender, major, or diagnosis. The role of facilitators was important for the success in their communication. However, it should be noted that the facilitators were not supposed to disturb the natural communication of participants. While directive support was necessary on some occasions, a nondirective approach was more fundamental. The main roles of the facilitator were to watch carefully over the group dynamics and to support the participants where necessary.

Shimoyama et al. [30] suggested that roles within student counseling should resemble "support," "education," and "community." These points were also important in this case study's group approach. First, we focused on the viewpoint of "support." Participants of the group had several difficulties with communication and social skills. In addition, as secondary problems, they lacked confidence or self-esteem. A secure base was necessary for them, and the group served within that role. The facilitator collaborated with the students' tutors to participate with the group as necessary. This collaboration could supply a new realm of support for each participant. Second, regarding "education," the uniqueness of the program featured the curiosity and interests of the participants; however, sometimes, their interests were highly specific, such as stamp collecting or animation. For example, the participant in the case study described above was interested in origami. At first, many of the other members did not have the same level of interest in origami, but after he introduced the details and good points of origami, they gradually became more interested in it. The discussion turned to the relationship between origami and mathematics. This academic communication was something that was original to the group approach at the university, and it could be another medium in establishing relationships among university participants. Finally, we discussed the "community" aspect. This group was organized in a community at a university. Several students of different genders, generations, and cultural backgrounds were learning together at the university; these cultural differences were also able to incorporate developmental disorders. The university diversity was useful for peer support. The group was open to every student, and they could share their interests and hobbies in it. They also strengthened their social skills with each other by sharing their similar interests. This group was a new peer support model that facilitated social skills in the participants, especially those with ASD, at the university.
