Youth in transition: A summary of service components.

Modrcin, Matthew J.; Rutland, A. Christina

doi:10.1037/h0099528

Cited by 3 publications

(1 citation statement)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Transition to Independence Process model evaluated in this study encompasses the best practices of transition programs for young adults with EBD, including those of Project RENEW, ARIES, and others (Bullis, 1999;Cheney et al, 1998;Clark & Foster-Johnson, 1996;Clark & Stewart, 1992;Clark, Unger, & Stewart, 1993;Davis & Vander Stoep, 1996, 1997Hagner et al, 1999;Modrcin & Rutland, 1989). The TIP model was developed to engage youth and young adults in their own futures planning process, provide them with developmentally appropriate services and supports, and involve them, their families, and other informal key players in a process that prepares and facilitates them in their movement toward greater self-sufficiency and achievement of their goals related to each of the transition domainsemployment, career-oriented education, living situation, personal effectiveness and quality of life, and community-life functioning.…”

Section: Arun Karpur Hewitt B Clark Peter Caproni Hank Sternermentioning

confidence: 99%

Transition to Adult Roles for Students With Emotional/Behavioral Disturbances

Karpur

Clark²,

Caproni

et al. 2005

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

Transition from adolescence to adulthood is especially challenging for youth and young adults with emotional/behavioral disturbances (EBD). The Transition to Independence Process (TIP) model serves to prepare and facilitate youth and young adults with EBD in their transition into adulthood roles through a person-centered and developmentally appropriate process. Using existing state and program data, this study compared the postsecondary outcomes (e.g., employment, postsecondary education, incarceration) of exiters from the Steps-to-Success Program, a TIP-based system serving secondary school students, to those of matched comparison groups of (a) other young adults with EBD who had services as usual and (b) young adults with no previous classification. Our results demonstrated the efficacy of the Steps-to-Success Program in improving postsecondary outcomes for youth with EBD.

show abstract

Section: Arun Karpur Hewitt B Clark Peter Caproni Hank Sternermentioning

confidence: 99%

Transition to Adult Roles for Students With Emotional/Behavioral Disturbances

Karpur

Clark²,

Caproni

et al. 2005

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

show abstract

Aftercare Services in Juvenile Justice: Approaches for Providing Services for High-Risk Youth

Briscoe¹,

Doyle

1996

Preventing School Failure: Alternative Education for Children a

View full text Add to dashboard Cite

Externalizing Behavior in the Life Course

Farmer

1993

Journal of Emotional and Behavioral Disorders

View full text Add to dashboard Cite

This paper uses data from the National Child Development Study to study the long-term experiences of boys who display externalizing behavior problems. Analyses examine the transition from school to work by bringing together variables used in life-course analyses of the transition to adulthood (e.g., family background, individual ability, aspirations, school placements) with variables often employed in longitudinal studies of children with behavior problems (e.g., behavior problems, family difficulties, special educational services). A substantial amount of variance is accounted for by variables that are conventionally employed in life-course analyses. However, academic ability, parental aspirations, and private/grammar school placement have significantly smaller effects on some outcomes for boys who display externalizing behavior than for boys who do not display such behavior. The discussion emphasizes the importance of including both sets of factors when explaining the life-course experiences of boys who displayed externalizing behaviors.

show abstract

Youth in transition: A summary of service components.

Abstract: is a social worker at the Morrison Center where she works in an early intervention program serving handicapped children and their families.

Cited by 3 publications

References 33 publications

Transition to Adult Roles for Students With Emotional/Behavioral Disturbances

Transition to Adult Roles for Students With Emotional/Behavioral Disturbances

Aftercare Services in Juvenile Justice: Approaches for Providing Services for High-Risk Youth

Externalizing Behavior in the Life Course

Contact Info

Product

Resources

About