Transition to Employment Program (SUPER) for Youth at Risk: A Conceptual and Practical Model

Abstract

This article describes the development, implementation, and evaluation of the transdisciplinary “Successful Pathways to Employment for youth at Risk” (SUPER) program to raise the transition readiness of youth at risk (YAR) from school into participation in adults’ responsibilities and employment. More than 10% of adolescents are at risk of dropping out of school following poor academic attainments. Schools appraise academic merit but do not develop relevant educational programs to prepare youth to transition into adult working life. The SUPER program addresses a range of knowledge and skills required for this transition. Sixty YAR from three high schools participated in the 18-week SUPER program. Comparing the pre- and postintervention results revealed that the students’ engagement with responsibilities, objective knowledge about the work world, and self-rated self-advocacy skills improved as did their supervisor-rated work performance capacity. This study confirms the contribution of the SUPER model. Its concepts, tools, principles, and community labor-market involvement through workplace internships were effective and could apply in other contexts. The SUPER model provides evidence-based knowledge translation that can bring conceptual and practical changes towards successful transition and participation of YAR in adult working roles.

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https://www.iriss.org.uk/resources/esss-outlines/transitional-outcomes-employment-and-human-rights

“…Smyth and McConkey (2003) found that many of the young persons with severe learning disabilities in their study were able to articulate their future needs but that parents were, perhaps, less certain, o en wanting to support their ambitions but yet afraid that these may not be realisable. Ivzori et al (2020) in a study on transitions among young people at risk (YAR) consider that young people, in general, and YAR, in particular, lack work skills, habits, and knowledge about labor rights, realistic job opportunities, and ways to pursue career development a er school. Some studies emphasized that YAR either lack future aspirations (related to idealistic ideation) or experience a large gap between their future aspirations and expectations (a more realistic ideation).…”