TPC-Journal-V3-Issue2

73 The Professional Counselor \Volume 3, Issue 2 Jacqueline M. Swank is an Assistant Professor in the College of Education at the University of Florida. Peter Huber is a school counselor at the A. Quinn Jones Exceptional Student Center, Alachua County Public Schools, Gainesville, FL. Correspondence can be addressed to Jacqueline M. Swank, University of Florida, College of Education, SHDOSE, 1215 Norman Hall, P.O. Box 117049, Gainesville, FL 32611, jswank@coe.ufl.edu. High school counselors, teachers and other school personnel are in the unique position of providing resources to help students transition from high school to early adulthood. This transition may involve preparation for college or development of employment skills for students who plan to enter the workforce rather than attend college. Life skill development (e.g., communication, problem-solving skills, financial management) is also crucial for young people as they transition out of high school. The transition from high school to adulthood can be especially difficult for students with emotional and behavioral disabilities (EBD). The Individuals with Disabilities Education Act (IDEA, 2004) defines the term emotional disturbance as follows: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (a) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) inappropriate types of behavior or feelings under normal circumstances; (d) a general pervasive mood of unhappiness or depression; (e) a tendency to develop physical symptoms or fears associated with personal or school problems. Specifically in Florida, where the innovative program discussed in this article was developed, a student with an emotional or behavioral disability is defined as having “persistent (is not sufficiently responsive to implemented evidence-based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity” (Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities, 2009, para.1). In 2000, researchers reported that approximately 230,081 children and adolescents in the United States were receiving services within the serious emotional disturbances category, with an estimated 1.15% within the age range of 13–16 years old (Cameto, Wagner, Newman, Blackorby, & Javitz, 2000). These students often have multiple obstacles to overcome including (a) social, (b) emotional, (c) academic, and (d) environmental challenges (Lehman, Clark, Bullis, Rinkin, Keywords : school counseling, life skills, transition, disabilities, adolescents Employment preparation and life skill development are crucial in assisting students identified as having emotional and behavioral disabilities with successfully transitioning to adulthood following high school. This article outlines four initiatives that a school counselor developed with other school personnel to promote work skills, life skills, and social and emotional development, which include (a) a school vegetable garden, (b) a raised worm bed, (c) a sewing group, and (d) community collaboration. The authors also discuss implications for school counselors and recommendations for future research. Jacqueline M. Swank Peter Huber Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities The Professional Counselor Volume 3, Issue 2, Pages 73–81 http://tpcjournal.nbcc.org © 2013 NBCC, Inc. and Affiliates doi:10.15241/jms.3.2.73