Case Study
Patient Demographic: Client Age: 18 Sex: Male Gender: Male Sexuality: Heterosexual Ethnicity: Caucasian Relationship Status: Single Counseling Setting: University Counseling Center Type of Counseling: Individual and Group Presenting Problem: Interpersonal relationships Diagnosis: Autism Spectrum Disorder. 299.00 (F84.0)
Mental Status Exam: Mental Status Exam: The client is sloppily dressed and appears his stated age. He exhibits pressured speech at times; otherwise, he speaks in a monotonous tone. The client becomes irritable when discussing the incident with campus police, and brightens when expressing his passion for snakes. He displays poor eye contact and there is difficulty with normal back-and-forth conversation. The client denies suicidal or homicidal ideation. He lives on campus in sober student housing and denies drug or alcohol use. History of th
Presenting Problem: You are a counselor a university counseling center. The university has a program providing limited assistance to students diagnosed with Autism Spectrum Disorder (ASD). The ASD program director has referred an 18-year-old white male enrolled in the program. She is concerned over his recent run-in with campus police. The client arrives to his scheduled counseling session today and explained that he has a girlfriend who “now apparently wants nothing to do with me.” Campus security has been involved due to the client showing up at his girlfriend’s dorm, yelling and creating a disturbance. The client explains that his peers told him he would have sex in college once he got a girlfriend. When his girlfriend refused to have sex, he said he didn’t understand and only wanted to talk. The client continues to express a desire to have sex now that he is in college by stating matter-of-factly, “I haven’t had much luck, but I’m going to keep trying.” When asked about interests, the client spoke at length about his love for snakes and knowledge of all 300 worldwide species.
Other Contexts: The client arrives twenty minutes late for his appointment today. He explains that Mondays are the days he does laundry, and he cannot come again on a Monday. You review the required components of informed consent with the client. He expresses an understanding of the counseling process and provides written consent. The client states he has re-considered counseling because he believes you can help him find another girlfriend who will have sex with him. You tell him about a small group you run with other neurodiverse men, most of whom are on the autism spectrum. He expresses an interest in joining after hearing that sexual intimacy would be part of the curriculum. He provides a more solid commitment when you tell him the group is not held on Mondays

Question: What are the advantages of group therapy for individuals with autism spectrum disorder?
(A): Group cohesion can help promote deeper expressions of emotional intimacy.
(B): Emotional bonds can be created when group members share similar goals and interests.
(C): Social skills training can be used to improve social-emotional reciprocity.
(D): Groups members can establish group-specific social norms that are shaped and reinforced in real-time.

Correct Answer: Social skills training can be used to improve social-emotional reciprocity.
Explanation: Social skills training can be used to help improve social-emotional reciprocity. This question tests your knowledge of ASD and group dynamics. Applied Behavioral Analysis (ABA) is the gold standard for the treatment of ASD. ABA uses behavioral reinforcement to shape behaviors and enhance social skills. Answers A, B, and C describe a product-oriented group, or a behavioral group with pre-established goals and specific target behaviors. Answer D represents process-oriented groups. Process-oriented groups focus on the impact of the group process itself. Group cohesion, one of Yalom’s curative factors, occurs when members create emotional bonds with shared interests and goals. Group cohesion is a process-oriented aspect of group therapy. Social norms can be established in real-time; however, this is best done when group leaders collaborate with group members to shape and reinforce appropriate social norms. Additionally, psychoeducation is a product-oriented group and a standard component for teaching social skills. Social norms primarily occur in process-oriented groups, making answer D incorrect. Therefore, the correct answer is (A)
Competency: counseling skills and interventions