Occupational Socialization and Experiences of Fitness and Recreation Personnel at a College for Neurodiverse Learners

Neurodiversity is a term used to describe a broad spectrum of learning differences (LD) including attention deficit hyper-activity disorder (ADHD), autism spectrum disorder (ASD) and Asperger’s Syndrome, dyslexia, dyspraxia, dyscalculia, and other social, psychological, or processing differences (Griffin & Pollack, 2009). Neurodiversity is not a diagnosis, but is instead a concept inspired by the idea that these conditions are not disorders but are in fact differences in experiencing and processing the environment (Griffin & Pollack, 2009). Nonetheless, individuals identifying as neurodiverse face challenges posed not only by their differences, but also by a larger neurotypical cultural environment that limits access and promotes stigmatization of neurodiverse individuals (Griffin & Pollack, 2009). These challenges contribute to low physical activity (PA) participation, perceptions of health, wellness, and quality of life among neurodiverse individuals (Hamm & Yun, 2017; Smith et al., 2019; Yang et al., 2013).

Since the 1980’s post-secondary institutions that are designed to provide support and services exclusively for neurodiverse individuals have emerged across the United States. This setting provides a unique opportunity to understand how neurodiverse adults navigate emerging adulthood. Of particular importance is how their experiences shape intentions toward maintaining health, and educational and occupational pursuits. To date, very little research exists on these unique post-secondary institutions and the people employed there. Employment at such institutions would require the ability to address the complex social and academic needs of this population in various settings. With intention to inform quality PA programs and interventions for neurodiverse adults, the purpose of this phenomenological study is to explore the occupational socialization of fitness and recreation personnel employed at a post- secondary institution for neurodiverse learners, as well as their experiences providing PA for neurodiverse adults.

Method

Participants in this study are eight adults employed at the Fitness & Recreation facility at a post-secondary institution for neurodiverse learners. Of the five adult employees participating in the study, three identify as being on the autism spectrum. Their participation includes a 1-hour interview with the PI and SI, and a follow-up 1-hour focus group session to confirm the validity of the findings. Initial individual interviews, guided by a semi-structured interview guide developed by the PI and SI to facilitate a conversation about the factors that influenced their decision to seek employment as a fitness and recreation professional at a post-secondary institution for neurodiversity and their experiences supporting neurodiverse college students in PA, will be followed by focus group interviews. The recorded interviews and focus group sessions will be transcribed verbatim to ensure accuracy in interpretation. A phenomenological thematic analysis of the data will be used to identify salient themes. 

Discussion

The timeline of this study was significantly impacted by restrictions imposed due to the COVID-19 pandemic. Additionally, an atypical, severe winter storm in Texas halted progress on the interviews. Due to these obstacles, this presentation will not include results and discussion. However, a description of the methodology, participants and significance of the work with regard to recruitment, socialization, professional education and organizational socialization for individuals involved with the design and implementation of PA programs at a college for neurodiverse students are provided. It is the intention of the PI to submit this work for peer review and publication, therefore questions, and comments are welcome.