Growing Up and Moving On: Family Involvement in Transition Lauren Lindstrom, Ph.D. University of Oregon Youth Transition Program Conference February 16, 2011.

Why focus on families? Why should we talk about family involvement for high school youth with disabilities?

Transition Framework

Session Overview Research about family involvement GAPS Study   Methods   Findings Discussion and Resources

Family Involvement Key Research Findings Parental involvement contributes to: Parental involvement contributes to: Improved student motivation Improved student motivation More consistent attendance More consistent attendance Improved behavior in school Improved behavior in school Improved academic performance Improved academic performance Higher school completion rates Higher school completion rates More clearly defined future plans More clearly defined future plans Newman, 2004

Impact of Family Impact of Family Youth from higher income households Newman et. al 2009

YTP Youth: Family Data

Families and Career Development Parents’ education and occupational attainment Family socioeconomic status Low income families: Lower expectations Less structured involvement Less likely to be involved in school Family Structure: “Growing Up” Whiston & Keller, 2004.

Families and Career Development Family expectations Support and advocacy Relational resources Intentional career related activities Family Process: “Moving On” Blustein et al. 2002

GAPS Project Understanding G ender differences in young A dult P ost S chool outcomes Funded by U.S. Department of Education Analysis of existing post school data In depth case study research

GAPS Conceptual Model

GAPS Qualitative Study Longitudinal case study design Examine post school employment and community adjustment over time Statewide sample of young adults with disabilities 233 in depth individual interviews

GAPS: Focus on Families Influence of families on career development and post school employment outcomes for youth with learning disabilities

Research Questions How does family structure influence career development and post school outcomes for young adults with learning disabilities? Parental occupation, education, economic status How does family process influence career development and post school outcomes for young adults with learning disabilities? Involvement, support, career expectations

Study Sample Criterion Sampling Documented learning disability Participated in school to work transition program (YTP) Exited high school between 1997 and 2001 Final Sample 13 young adults with learning disabilities 8 females and 5 males Ages 22 to 27

Data Collection In depth semi-structured interviews Young adults Parents/family members School staff Review of special education and rehabilitation case files Family background questionnaire Home visits and observations

Interview Participants High school teachers or transition specialists Parents and other family members Total of 59 interviews 26 young adult 18 family members 15 school staff

Data Analysis: Phase One Analyzed family background information Developed codes based on research questions and relevant literature Coded interview data and entered into a data base

Data Analysis: Phase Two Individual Case Study Reports: Family characteristics and relationships In school experiences Post school experiences including employment and independent living Summary tables Cross Case Analysis Family structural variables Family process variables

Findings: Role of the Family   Families play a role in career development and employment outcomes for young adults with learning disabilities  Family process more important than family structure

Findings: Family Structure Examined: Mother’s occupation Mother’s education Father’s occupation Father’s education level Family socioeconomic status

Findings: Family Structure  Influence of  Influence of socioeconomic status  Low SES families: impact on  Low SES families: impact on vocational identity & career decision making

Findings : Family Structure  Faced with “financial press”  Contributions to the family  Early work experiences  Caretaking role  Gender differences

Findings: Family Structure “ “If I don’t strive to be the best then I’m going to be like my mom …working two jobs, miserable until something better comes along and it doesn’t seem like it ever comes along. That’s not my idea of life.”  Family role models  “Desire to be different”

Findings: Family Process Five Key Components Family relationships Family involvement Family support and advocacy Intentional career related activities Career aspirations

Findings: Family Process   Three patterns of family interaction which influenced post school outcomes  ADVOCATES  PROTECTORS  REMOVED

Family Process Variables by Group AdvocatesProtectorsRemoved RelationshipsPositive Varied: some negative InvolvementHigh Low Support and advocacy Mid to High levels LimitedVery limited Intentional career related activities HighNone AspirationsLimitedLowLow or vague

Family Process ADVOCATES Positive relationships High involvement Support and advocacy Intentional career related activities Limited career aspirations OUTCOMES: high wage/high skill employment, independent living, overall satisfaction

Advocates Kelly  Parents provided support and specific advice  Ongoing advocacy  Kelly’s father said: “Now is the time to start preparing. I told her I won’t be able to afford college so do the best you can now and start preparing for your future.”

Family Process PROTECTORS Positive relationships (close knit) High involvement Limited support and advocacy Career related activities: None Low career aspirations OUTCOMES: Low wage employment or unemployed, semi independent living, overall low satisfaction

Protectors Grace  High involvement  High control and structure  Grace’s mother said: “ I usually have to talk her through a situation. She calls me two to three times a day and we talk. Like today, I’ve talked to her three times on the phone and I went to her house to check on things.”

Family Process: REMOVED Varied: some unstable relationships Low involvement Low support and advocacy Career related activities: None Low/vague career aspirations OUTCOMES: employed (varied wages), majority living independently, overall satisfaction

Removed Bill More negative or unstable family relationships No involvement in day to day activities Bill said: “I wasn’t a very good student. I didn’t really bring home homework. And they weren’t running to school functions; they were busy. They had other things to do.”

Key Themes: Interactions of process and structure Family vision for the future Family vision for the future Family guidance and planning activities Family guidance and planning activities Family status Family status

What does this mean for families of youth with disabilities in your community?

Group Discussion

Encourage high aspirations Encourage high aspirations Help families connect to specific transition planning activities including: Help families connect to specific transition planning activities including: Assessment Assessment Career Exploration Career Exploration Planning Planning Provide information about post school options Provide information about post school options Recommendations For Family Involvement

Family Involvement Wrap up and Resources