Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

By Benitez, Debra T.; Lattimore, Jennifer et al. | Behavioral Disorders, August 2005 | Go to article overview

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model


Benitez, Debra T., Lattimore, Jennifer, Wehmeyer, Michael L., Behavioral Disorders


ABSTRACT:

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.

By all accounts, meeting the needs of youth with emotional and behavioral disorders (EBD) as they transition into adulthood has proven to be a difficult task (Eber, Nelson, & Miles, 1997). Youth with EBD experience challenges unlike those faced by other students with disabilities (Fitzgibbon, Cook, & Falcon, 2000), with outcomes for these students impacted by poor social skills, social stigma, mental illness, and higher unemployment rates. Youth with EBD typically have higher rates of academic failure and grade retention, drop out of school at a higher rate than their peers, and are more likely to be educated in separate schools or residential placements (Cheney & Muscott, 1996; Hagner, Cheney, & Malloy, 1999; Maag & Katsiyannis, 1998; U.S. Department of Education, 1998). Further, these students experience high rates of social isolation, are more likely to interact with the juvenile justice system, and have higher rates of unemployment and under-employment, and job turn-over (Warner, Cheney, & Pienkowski, 1996). Issues of unemployment and underemployment are of particular concern, given the importance of employment on quality of life.

For many youth, acquiring and maintaining a job is a step to independence and gaining control over one's life that affords them a sense of self-worth and esteem. Frank, Sitlington, and Carson (1995) reported, however, that unemployment rates for youth with EBD ranged from 42% to 72% during the first 5 years after exiting high school. Equally disconcerting were findings from the National Longitudinal Transition Study (NLTS) that indicated that youth with EBD lag far behind their peers across many adult domains (Blackorby & Wagner, 1 996). These authors found that 41 % of youth with EBD were employed 2 years after high school as compared to 59% of youth without disabilities. Additionally, youth with EBD tend to secure lower-paying jobs as compared to students with other types of disabilities (Bullis etal., 1994; D'Amico, 1995).

Successful employment outcomes for this population are positively correlated with variables such as vocational education coursework (Aspel, Bettis, Test & Wood, 1998; Bullis et al, 1994; Wagner, 1995), paid work experience in high school (Benz, Lindstrom, & Yovanoff, 2000; Lueking & Fabian, 2000), or social skills training (Maag & Katsiyannis, 1998). One factor that has been identified as a critical variable leading to positive adult outcomes for youth with disabilities is self-determination (Agran, Blanchard, Wehmeyer, & Hughes, 2002; Thoma, Nathanson, Baker, & Tamura, 2002; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997).

There has been limited examination of the impact of self-determination on adult outcomes for youth with EBD. Wehmeyer (1996) defined self-determined behavior as "the attitudes and abilities necessary to act as the primary causal agent in one's life and to make choices and decisions regarding one's quality of life, free from undue external influences or interference" (p. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.