Coaching assumes an equal relationship exists between two adults, the purpose of which is to meet the client’s self-determined goals. Coaching can address a narrow focus or broaden to address larger life issues. The coach is responsible for developing appropriate supports based on client need, and to spontaneously adjust the approach whenever needed.
For college students with Asperger Syndrome, the approach must be adjusted to assume that the client is a developing young adult and may not yet have reached the maturity level coaching typically assumes. The coaching relationship supports that developing maturity by engaging the client in creating and investing in goals that are achievable and specific to individual need. The coach who engages in supporting college students with autism spectrum conditions must have a fundamental understanding of the condition and a full knowledge of the specific characteristics of the client to be effective.
Coaching for these students on the spectrum can very successfully address a wide range of common issues. A critical element of coaching is creating goals and systems of accountability. For the college student, the coach helps develop feelings of internal drive and mechanisms for setting and meeting interim goals.
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