MAKING YOUR WAY IN THE WORLD EACH DAY : IMPROVING THE TRANSTION TO ADULT LIFE FOR ADOLESCENTS WITH E

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MAKING YOUR WAY IN THE WORLD EACH DAY
IMPROVING THE TRANSTION TO ADULT LIFE FOR
ADOLESCENTS WITH EMOTIONAL DISABILITIES

• Michael Bullis, Ph.D.
• Interim Dean Sommerville-Knight Professor
• Director, National Post-School Outcomes Center
• College of Education, University of Oregon
• (bullism_at_uoregon.edu, 541-346-1645)

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OBJECTIVES

• WHO?
• WHAT HAPPENS?
• WHY (IMPORTANT)?
• HOW (PROGRAM COMPONENTS)?

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A TURBULENT TIME

• WHAT IS A TYPICAL ADOLESCENT?
• WHAT IS NORMATIVE FOR OUR SOCIETY?

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WHRE THE RUBBER MEETS THE ROAD

• FRAGMENTED SOCIAL SERVICE SYSTEM
• SCHOOL REFORM
• FISCAL AUSTERITY
• CHANGING WORK PLACE

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WHY WE DO IT

• I begged for help with my depression it was
  overwhelming -- and no one would listen to me.
  Finally, I just gave up on school, my family, and
  my friends I started to use drugs and hung out
  with dealers to forget how bad I felt.
• -- Youth with severe depression and substance
  abuse, Bullis, 2004

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WHO ARE THEY?

• MENTALLY ILL?
• EMOTIONALLY DISTRUBRED?
• SOCIALY MALAJUSTED?
• AT-RISK?
• ANTISOCIAL?
• ADDICTED?

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FACTS

• VIRTUALLY ALL STUDENTS WITH ED IN THE PUBLIC
  SCHOOLS WILL BE IDENTIFIED BY THE END OF
  ELEMENTARY SCHOOL
• 10 OF ALL ADOLESCENTS WILL HAVE A MENTAL HEALTH
  PROBLEM
• 1 OF SCHOOL AGED CHILDREN AND ADOLESCENTS WILL
  BE IDENTIFIED AS ED

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WHAT DOES THIS MEAN?

• THE VAST MAJORITY OF CHILDREN AND ADOLESCENTS
  WITH EMOTIONAL DISABILITIES WILL NOT BE
  IDENTIFIED FOR SPECIAL EDUCATION SERVICES
• A CRITICAL NEED TO EXPAND SCREENING AND
  IDENTIFICATION SERVICES

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WHO?

• The "broad-band" grouping designated as
  Internalizing mainly involves problems within the
  self, such as unhappiness and fears. The
  broad-band grouping designated as Externalizing,
  by contrast, mainly involves conflicts with
  others, such as aggressive, delinquent, and
  overactive behavior.

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ANTISOCIAL SYNDROME

• Criminal Behavior
• Substance Abuse
• Promiscuity
• School Failure

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WHAT HAPPENS? (IN SCHOOL)

• 50 TO 55 WILL DROP OUT OF HIGH SCHOOL
• ABOUT HALF WILL BE ARRESTED

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WHAT HAPPENS? (AFTER SCHOOL)

• 15 WILL ENTER POSTSECONDARY EDUCATION
• MORE THAN HALF WILL BE ARRESTED
• 20 WILL RECEIVE SERVICES FROM MENTAL HEALTH
• 10 WILL RECEIVE SERVICVES FROM DVR

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EMPLOYMENT
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RESILIENCE

• THE ABILITY TO ACHIEVE SUCCESS IN THE FACE OF
  SEEMINGLY INSURMOUNTABLE ODDS
• -- Rutter, 1985, 1987

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WHAT HELPS?

• SUPPORTIVE ENVIRONMENT
• -- the successful youth received many
  chances
• OPPORTUNITIES FOR SUCCESS
• -- it was the first time I received
  positive feedback in school

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WHAT HELPS? (MORE)

• SELF-DETERMINATION
• -- a positive future oriented outlook each
  made a conscious choice to change their lives
• A LITTLE HELP FROM MY FRIENDS

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TRANSITION SPECIALISTS

• They (the transition staff) give lots of chances
  they work around your schedule. The focus is on
  helping the student, not on getting you through
  some requirements. I wouldnt be nowhere in life
  without this program.
• - Youth with ED, Bullis et al., 2002

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PARENT PERSPECTIVE

• Kids with emotional disturbances cant keep up
  with all that it takes to get help, they cant
  keep up with all the appointments, or fill out
  all those forms by themselves, or remember to
  take their drugs. They need help with all that,
  and learning how. Its hard enough for us -- can
  you imagine how hard it is for them?
• Parent of a youth with ED on the social
  service system, Bullis, 2004

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BREAKING THE CYCLE
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TRANSITION

• Transition services means a coordinated set of
  activities for a student, designed within an
  outcome-oriented process, that promotes movement
  from school to post-school activities, including
  post-secondary education, vocational training,
  integrated employment (including supported
  employment), continuing and adult education,
  adult services, independent living, or community
  participation

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Part B SSP and APR Requirements

• Percent of youth who had IEPs, are no longer in
  secondary school and who are competitively
  employed, enrolled in some type of postsecondary
  school, or both, within one year of leaving high
  school.

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PROGRAM STRUCTURE

• Located in School
• Community-based Multi-agency collaboration
• Service Coordination
• Staff Training
• Family Involvement
• Peer Involvement
• Intensive Individualized Instruction
• Social Skill Training
• Link to Competitive Work

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A WORKING CLASS HERO

• Work as an Incentive
• Begin in High School
• Functional assessment
• Coordinate with Classroom Instruction
• Multiple Community Jobs
• Developmental Job Placements
• Career Planning
• Social Skill Instruction