scholarly journals Factors Related to Early Termination From Work for Youth With Disabilities

2014 ◽  
Vol 20 (2) ◽  
pp. 100-113
Author(s):  
Roxanna N. Pebdani
Keyword(s):  
Young Adults ◽  
Asian American ◽  
Service Providers ◽  
The United States ◽  
School To Work ◽  
Early Termination ◽  
Personal Factors ◽  
Adults With Disabilities ◽  
Work Transition ◽  
Supplemental Services

This study of young adults with disabilities in transition explored what factors contributed to young adults with disabilities terminating early from a transition program. Data from 6,227 young adults with disabilities aged 17–22 living in one of eight major metropolitan areas in the United States were utilised (58.7% of the sample were male, 63.1% were African-American, and 71.4% had a learning disability). All participants were enrolled in a school-to-work transition programme in which service providers place students into paid internships. Service providers at the eight sites collected data while working with participants, and then collected follow-up data at three and twelve months post-programme completion or termination. Hierarchical Linear Modelling was used to explore how personal factors impacted early termination, while controlling for variation at the site level. Results showed the three main reasons for early termination from work to be: programme initiated termination, interpersonal conflicts with coworkers or supervisors and transportation issues. Additionally, the multilevel model that controlled for variance at the site level demonstrated that Asian-American young adults with disabilities were less likely to terminate early from work. These results can help individuals who work with young adults with disabilities, provide supplemental services to students who may need additional assistance to succeed in a transition programme.

Young Adult Development at the School-to-Work Transition

2021 ◽  
Keyword(s):  
Young Adults ◽  
Young Adult ◽  
Adult Development ◽  
Developmental Psychology ◽  
School To Work ◽  
Personal Factors ◽  
Educational Transitions ◽  
School To Work Transition ◽  
Young Adult Development ◽  
Work Transition

School-to-work (STW) pathways and transitions are key developmental processes in young adulthood. During this time, young adults face multiple choices and challenges. Young Adult Development at the School-to-Work Transition describes pathways for students to successfully transition to the work environment. The book examines social, economic, cultural, familial, contextual, and personal factors that shape the processes involved in the school-to-work transition. Internationally renowned scholars in the fields of developmental psychology, applied psychology, counseling, and sociology have contributed chapters focusing on theory, research, and application related to school-to-work and educational transitions. The book also gives attention to groups who have particular transition needs, including young adults with disabilities and special needs, cultural minorities, international students, and migrants.

Counsellor and Teacher Collaboration in Classroom-Based Career Guidance

2005 ◽  
Vol 14 (3) ◽  
pp. 18-28 ◽  
Author(s):  
Charles P. Chen
Keyword(s):  
High School Students ◽  
Teacher Collaboration ◽  
Career Guidance ◽  
The United States ◽  
School To Work ◽  
Classroom Setting ◽  
School Students ◽  
Work Transition ◽  
Communication Dynamics ◽  
Collaboration Strategies

High school students in North America, namely, the United States and Canada, encounter the challenge of the school-to-school and school-to-work transition, and they need considerable help for career guidance and counselling. Yet, the guidance and counselling resources of the school system are often stretched to their limits. This article proposes an alternative for the career guidance initiative to reach out to a massive student population by establishing effective counsellor—teacher collaboration in the classroom setting. The background and rationale for this collaboration will be examined and the critical communication dynamics and process in forming this collaboration will be elaborated on. Finally, several collaboration strategies are offered that can work to enhance classroom-based career education and guidance initiative.

The timing of adolescents' school-to-work transition in the course of social change: The example of German unification 1An earlier version of this paper was presented as part of the symposium “Übergang von der Schule in den Beruf [School-to-work transition]” (Chair: Dr. Jutta Heckhausen) at the 7th Tagung Pädagogische Psychologie [Meeting of Educational Psychology], September 13-16,1999, Fribourg, Switzerland. Data of the presented studies were taken from the research project “Antecedents and consequences of variations in the timing of development” (supported by the German Research Council: Si 296/14-1,2,3,4; principal investigator: Prof. Dr. R. K. Silbereisen). We would like to thank all the participants of our studies.

2000 ◽  
Vol 59 (4) ◽  
pp. 240-255 ◽  
Author(s):  
Matthias Reitzle ◽  
Rainer K. Silbereisen
Keyword(s):  
Young Adults ◽  
Economic Change ◽  
School To Work ◽  
German Unification ◽  
Structural Factors ◽  
Federal Republic Of Germany ◽  
The West ◽  
School To Work Transition ◽  
Timing Variability ◽  
Work Transition

The school-to-work transition has become more and more individualized over the last decades in the Federal Republic of Germany as in other Western industrialized countries. As compared to the 1950s and 1960s, the current educational system in Germany offers a greater variety of school tracks, apprenticeships, and training programs and provides a greater permeability between schools and programs. German unification offers a unique opportunity to study the influence of social and economic change on the individualization of the school-to-work transition, because change processes, resembling those over the last decades in the West, have been going on in the East in a time-lapse camera fashion. Using retrospective data on transitions gathered from Eastern and Western young adults from vocationally-oriented school tracks in 1991 (representing pre-unification conditions) and 1996, three different studies on the timing of key events in the school-to-work transition are presented. In the first study, aimed at the prediction of interindividual timing variability in transitions, the ages upon completion of training and financial self-support in the East were determined by structural factors such as the age at completion of school which, in turn, could only be predicted by the age at entry into elementary school. In contrast, age variability in the West was also influenced by person and family background variables. In the second study, it could be demonstrated that age variability with regard to completion of school and achievement of financial self-support had markedly increased among younger cohorts of Easterners assessed in 1996 reflecting an increased variety of educational opportunities and labor market obstacles on the pathway to employment. In the third study, two factors, namely prolonged education and unemployment as reflections of institutional and economic change in the East were identified which partly explained the increase in the average age at which Eastern young adults achieved financial independence. All three studies aimed at building a link between properties of the institutional and economic macro-contexts and the ages at key transitions into employment representing comprehensive chronological outcomes. Between these poles, however, there are a multitude of transitional pathways and patterns as well as personality and family factors operating on these patterns. A further inquiry into these psychological factors and mechanisms is a valuable research goal for the future.

scholarly journals Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future

2002 ◽  
Vol 27 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Martha Blue-Banning ◽  
Ann P. Turnbull ◽  
Lourdes Pereira
Keyword(s):  
United States ◽  
Young Adults ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Diverse Populations ◽  
Hispanic Parents ◽  
Adults With Disabilities ◽  
Group Interviews

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

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