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32 - Transition from School to Work within a Theory-based Problem-Solving Framework

from Part VI - Family Connections and Life Transitions

Published online by Cambridge University Press:  18 September 2020

By
Ara J. Schmitt ,
Jamie Yarbrough  and
Jenna M. Hennessey
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

School-based transition planning is legally mandated for all students with disabilities. Much of the existing school psychology literature discusses procedures to construct a transition plan, with little attention given to evaluating the effectiveness of the plan. In this chapter, we argue that school-to-work transition planning should occur within a problem-solving framework as it is rare that a transition plan will be entirely successful as originally written. As such, transition-planning steps should include (a) identification of transition-plan goals, (b) analysis of transition needs and strengths, (c) transition-plan implementation and monitoring, and (d) transition-plan evaluation and adjustment. We also extend the school psychology literature by applying the person–environment–occupation (PEO) model (Law et al., 1996) to transition problem solving. Implications for the roles of school psychologists engaged in transition planning are discussed throughout.

Keywords

transition planningschool to work
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 553 - 576
Publisher: Cambridge University Press
Print publication year: 2020

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