Students with Emotional Disturbance, Transition, and Resilience

Autor/in	Bujalka, Debra
Titel	Students with Emotional Disturbance, Transition, and Resilience
Quelle	(2021), (324 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-4048-3
Schlagwörter	Hochschulschrift; Dissertation; Emotional Disturbances; Student Adjustment; Resilience (Psychology); High School Students; Nontraditional Education; School Health Services; Mental Health + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gefühlsstörung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; High school; High schools; Oberschule; Non-traditional education; Alternative Erziehung; Schuleingangsuntersuchung; Psychohygiene
Abstract	The study addressed the following research questions: how were the transition needs of students with ED being addressed by professionals in alternative or therapeutic day high schools; how were transition services provided by professionals in alternative or therapeutic day high schools for students with ED addressing the protective factors identified in the resilience literature; and how were professionals providing transition services in alternative or therapeutic day high schools for students with ED considering the promotion of the protective factors found in the resilience literature in these services? This research utilized a multiple-case study design with five students at three schools; each student served as their own case or unit of analysis. To be eligible, the students had a primary diagnosis of ED, were a student at an alternative or therapeutic day school, and were 18 years of age or older. I also interviewed the educator identified as overseeing transition services and an educator chosen by each student. Additionally one parent participated. I obtained data through the use of interviews, documentation, and field notes.The results of this study were analyzed with the existing literature related to transition and resilience for students with ED. The results indicated that transition services identified as effective in the existing research were available to some extent and implemented at each school. However, the services actually utilized were dependent on the student. It was also clear that the transition services being provided to the students aligned with the protective factors that promote resilience as identified in the existing research. Finally, this study demonstrated resilience as an underlying premise of transition services even if it had not been purposefully promoted or thought of in the planning of services. Given the prevalence of risk factors and vulnerability present for students with ED, there exists a useful intersection between resilience and the transition services we provide our high school youth to experience success beyond high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01