Bridge to the Future IV Anaheim, CA 11/6/2018 “ Improving Transition Outcomes for Youth with Emotional Disturbance: Best Practices” Michae Mic ael Lahar Laharty Vo Vocational S Specialist Sac Sacrame amento C Coun unty O ty Office ce of of Educ Educati ation mlaha ml aharty@scoe.net (916) 228 228 - 2005 2005 “Here is Edward the Bear, coming downstairs now, bump, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way… if only he could stop bumping for a moment and think of it.” Winnie-the-Pooh A.A. Milne School To World 2 Outline Dreams and Nightmares for Youth with Emotional and Behavioral Disorders (EBD) Effective Strategies for Transitioning Students with Emotional and Behavioral Disorders (EBD) Final Thoughts 1
The Dream for Students with EBD What is the dream for students with emotional disturbance and how different erent is it for them than “typical” youth? School To World 4 The Dream for Students with EBD Students with EBD and their families have dreams fo for a smooth t transition sition to adulthood ulthood that results in a h high gh quality lity of of lif life including: independent living the opportunity for higher education paid and satisfying work varied and interesting recreational activities positive and fulfilling relationships with peers and significant others School To World 5 The Dream in IDEA 2004 Ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. School To World 6 2
The Nightmares: Challenges in Transitioning Students with Emotional and Behavioral Disorders (EBD) After High School: A First Look at the Post-School Experiences of Youth with Disabilities National Longitudinal Transition Study-2 School To World 7 National Longitudinal Transition Study (NLTS2) nationally representative sample more than 12,000 youth included on 12/1/00 were between ages 13 and 16, receiving special education services, and in at least the seventh grade study ran through 2010 new data coming out all the time School To World 8 The Nightmare: Educational Outcomes Youth with EBD are the most likely youth with disabilities to be out of out of seco secondary sc scho hool , with 44% of 44% of those those lea leaving sch school with withou out t finish nishing , the hi highe ghest dr drop opout rate of of an any y disab disabili lity ty cat category . School c ool comple leters wit with E EBD are among the le least lik likely ly to have grad graduated w with a a regu regular di dipl plom oma . Only about one in one in fiv five have been enrolled in any kind of postsec secondar ndary e y educat ucation ion , indicating that few few yo youth in th in this c is categor gory are gettin getting th the educati e education that might help them fi find nd and hold be bett tter and and more more st stable j jobs. 3
The Nightmare: Educational Outcomes Of those who enroll in post-secondary education or training opportunities: 53% did no did not consider themselves to have a disability. An additional 21% considered self to have a disability, but did no did not t inf inform the sc the schoo hool/ pr prog ogram . Only 35% grad graduated f from or om or com completed pr prog ogram at any post-secondary school. an School To World 10 The Nightmare: Housing Outcomes Th Thir irty ty-fiv ive p e percen rcent t of youth with EBD no no longer liv longer live with with parents nts , the la larges rgest of any cat category of youth with disabili biliti ties . They are the only only disability group to show a signifi significan ant t inc increase ease in the likelihood of livin living in g in “oth “other” er” arrangem ngements ents , including in criminal justice or mental health facilities, under legal guardianship, in foster care, or on the street. The Nightmare: Social & Relationship Outcomes Youth with EBD have experienced the la larges rgest inc t increas ease in their rat rate of of pare parenting ; 11 11% report having had or fath fa thered a ered a ch chil ild , a 10 10% i increase from previous report. High likelihood of becoming parent nts at a yo young a age Young women with emotional disturbance are 6 time 6 times more likely than their peers to have had multipl multiple p pregnancies ies a at a young a ung age , and to have lost st c cust stody of their babies. School To World 12 4
The Nightmare: Community Engagement Outcomes One- One-thir ird of youth with EBD have no not found a way to beco become enga engaged in their community. For those who have, em empl ployment is the usua usual mode of engagement. Although more than 6 i in 1 10 ha have been been em empl ployed at some time, only abou only about half t half as many are wo working curr cu rrently , attesting to the difficulty many have in keeping a job. The Nightmare: Community Engagement Outcomes Youth with EBD are by far the mos most lik likely y to be rat rated b by parents nts as having low soc low social al skills skills . They are among the le least lik t likely y to take part in pr pros osocial organi nized c zed communi nity g ty groups ps or volunt lunteer a eer acti tivities vities or to be registered t ered to vote . More More than th three-f ee-four urths ths have been stop opped b ped by police lice oth other th r than for a tra traffic violat c violation . 58% 58% have been arre arrested at at leas ast once once and 43% 43% have been on pr prob obatio ion or or par parole le . The Nightmare: Community Engagement Outcomes 75% arre 75% arrest rat rate for high school dropouts At high risk for becoming home homeless At high risk for becoming al alco cohol and/ and/ or or dru drug dependent ndent School To World 15 5
The Nightmare: Community Adjustment Outcomes Almost 9 in 9 in 10 youth with EBD had either been in disc discip iplinary tr troub ouble at at sc scho hool, fired fired f from a om a job, job, or or arre arrested by the time they had been out of out of seco secondar ary scho school up up to 2 2 years ars . This is the hi highe ghest rat rate of any disability category. Mental Illness and the Justice System Over 2, 2,000, 000,000 000 prisoners in jails and prisons in US Betw Between 500, n 500,000 000 and 1, 1,000,000 000,000 are mentally ill Only ly 50, 50,000 000 beds ds for mentally ill that are in psychiatric hospitals in U.S. School To World 17 National Alliance for the Mentally Ill (NAMI) 16 - - 20 p 20 percent rcent of the prison population can be classified as se severely mentally ill Includes schizophrenia, zophrenia, major d r depress ession, b on, bipolar lar Number of inmates suffering from mental illness and substance abuse is well o ll over 60% 60% School To World 18 6
Mental Illness and the Justice System Once in jail, many individuals don't receive the treatment they need and end up end up getting getting worse, not better. They sta stay lo longer nger than their counterparts without mental illness. They are at-risk isk o of victim imiz ization n and often their mental health conditions get worse. School To World 19 Mental Illness and the Justice System After leaving jail, many no no lo longer ha nger have ac access to needed healthcare and benefits. A criminal record often makes it har hard for individuals to to get a jo get a job o or ho housing using. Many individuals, especially without access to mental health services and supports, wind up homel homeless ss, in in emer emergenc ncy r rooms and often re-arrest rrested ed. School To World 20 Mental Illness and the Justice System The largest mental health facility in the United States is: Cook County Ja Cook County Jail il Ch Chic icago, I ago, Illin llinoi ois Over 30% er 30% of the inmates there have some me ki kind of of men mental al i illnes ess School To World 21 7
A Sense of Urgency: “School-based transition services offered adolescents with emotional disturbance are apt to be the la last set set of of coordinat nated d educat ational ional and s social s al services t ices they are likel are l ely t to rece receive .” Dr. Michael Bullis University of Oregon School To World 22 Window of Opportunity (Now) School To World 23 Window of Opportunity (Soon) School To World 24 8
Window of Opportunity (Not Long After That) School To World 25 Don’t Forget!!! It’s “School To World ,” Not Just “School To Work” School To World 26 Self-Determination including Building Transition Transition-Related Transition Planning Partnerships with Social Skills Families Positive Behavioral Awareness/Sensitivity Effect Ef ctiv ive T Trans ansition Interventions & to Cultural & Linguistic Supports Strat Strategies es f for r Diversity Students Stude ts with EB with EBD Innovative Service Coordination Curriculum incl. Vocational Through Wraparound Placements Fostering Resiliency including Mentoring Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008) 9
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