Personnel
Pauline Jivanjee,Ph.D., Co-Principal Investigator
Nancy Koroloff, Ph.D., Co-Principal Investigator
Mandy Davis, Senior Research Assistant
Jeremy Schlott, Research Assistant
Introduction
Transition to Independence: Outcomes of School-Based Support for Youth with Mental Health and Developmental Disabilities is evaluating a pilot school-based program that assists participants age 18-21 with mental health and developmental disabilities to successfully transition to employment and appropriate levels of independent living and use of adult social services. To achieve this goal, the project model combines mental health support with employment readiness and life skills training.
Research into the lives of youth with mental and emotional disorders as they move into young adulthood suggest that their integration into normal community activities and roles is catastrophic. “By young adulthood about 30% experience homelessness, the rate of school dropout, unemployment, serious drug or alcohol problems and pregnancy hovers around 50% and by age 25, up to 65% have been arrested. In essence, they are failing in every domain of adult functioning” (Davis, 2004).
Youth with mental and emotional disorders, when compared to their peers without these disorders, have lower academic achievement, lower high school graduation rates, limited post secondary participation and fewer employment opportunities (Armstrong, Dedrick & Greenbaum, 2003; Davis & VanderStoep, 1997). All of these are factors that result in young adults who face many challenges to the normal process of becoming independent and assuming a positive role in the community.
By the time youth with mental and emotional disorders approach transition, their parents and other caregivers may have a very low estimation of what they will be able to accomplish as an adult. Families are often demoralized by the criminal activity and substance abuse of youth and view them as having few skills and limited ability to work. Arnett (2000) suggests that as youth begin to separate from their families and establish independent lives, their relationship with family members may naturally be strained. These normal tensions are exacerbated by the parents concerns about high-risk behaviors and the need to shelter the young person from stressful experiences (Davis & Butler, 2002; Davis & Vander Stoep, 1997). In a study of parents perception of the service system for transition aged youth, Davis & Butler (2002) reported that one of the major barriers to receiving services was the stigma that youth associate with the label of being mentally ill. A second barrier cited was the lack of services that focused on issues relevant to the youth such as finding employment.
Goals and Objectives
The goal of this participatory project is to evaluate the process and outcomes of a therapeutic transition program designed for youth aged 17-21 with mental health and developmental disabilities.
A secondary goal of the research project is to develop a methodology to be used to study other local transition programs for this population of youth. The study builds upon earlier studies of community integration from the perspectives of youth with mental health disabilities and parents and evaluations of youth serving programs completed by the co-principal investigators.
Project objectives are:
- To identify key programmatic activities believed to contribute to successful transitions from school to meaningful adult roles.
- To understand the roles of family members, instructional and therapeutic staff, and formal and informal mentors on youth development and community integration.
- To measure youth progress toward achievement of Individualized Education Plan (IEP) and Individualized Transition Program (ITP) goals and overall program goals.
- To explore youth and family participation in planning and decision making related to transition planning and community integration.
Major Activities
The evaluation team, including researchers, transition program staff, and program administrators, developed a two phase approach to the evaluation. During the first phase, conducted between May and August 2007, the evaluation team interviewed staff about the program goals, activities and expected outcomes for participants, and reviewed student case files to collect descriptive baseline data. This phase of the evaluation focused on collecting information to describe the program and to plan and develop appropriate evaluation methods and measurements to be used in the second phase of the evaluation. A report summarizing the findings from the first phase of the evaluation was prepared and presented to program staff and administrators, who in turn shared the report with program funders.
The team is currently engaged in Phase 2. In this phase of the evaluation project, the team is focusing on collecting data that describes the type of services the transition program provides, youth and caregiver satisfaction with these services, and outcomes for youth in the areas of personal-social skills, independent living skills, and vocational/educational skills. Data are being collected by the members of the evaluation team through file reviews and interviews with youth, caregivers, and staff. We anticipate completing this phase in June 2008 and completing a final report by September 2008.
Tools/Products
A report of findings of Phase 1 of the study is available.
Publications and Presentations
Starting
Points for Communities Developing New Transition Programs
for Young People with Mental Health Difficulties
This document offers tips to school and agency staff involved in developing transition programs for youth with mental health difficulties.
Latest Updates
Project staff completed first steps in the file review process at the beginning of the school year. We plan to complete this process after all students have participated in developing an updated IEP or ITP.
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Latest Updates