TPC-Journal-V3-Issue2

75 The Professional Counselor \Volume 3, Issue 2 Zigmond (2006) examined the career decisions of individuals with severe emotional and behavioral disorders spanning a two-year period following graduation or dropping out of an alternative high school. About half of the participants were employed at each of the five data collection periods (3, 6, 12, 18 and 24 months); however, only three of the 15 who had a job at the three-month point had the same job at the 24-month mark. These findings indicate a higher rate of employment when compared to the NLTS2 findings; however, due to the small sample size in this study, the findings should be interpreted with caution. Nevertheless, Zigmond presents a need for future research to examine the effectiveness of alternative schooling programs on successful transition to adulthood for individuals with EBD. Additionally, Carran, Kerins and Murray (2005) examined the success of individuals who had a positive discharge (graduation) or negative discharge (dropping out) from an alternative school designed for students with EBD over a three-year period. Students who received a positive discharge were more likely to maintain employment and were less likely to be arrested; however, the employment rate declined by year three. The findings of Carran et al. (2005) indicate a positive correlation between successful completion of high school and transition to adulthood; however, further research is needed to determine the long-term benefits of high school training for individuals with EBD. Yet implementing programs in high schools focused on the needs of students with EBD appears to support these individuals in their successful transition to adulthood. Employment preparation and life skill development are especially important for students with EBD because, in addition to experiencing multiple obstacles in transitioning to adulthood, these individuals may not meet eligibility requirements for vocational rehabilitation following graduation; therefore, students with EBD may lack the needed support and experience to be successful in seeking employment (Carter, Trainor, Ditchman, & Owens, 2011). Additionally, students with EBD may benefit from services designed to foster self-determination, a crucial skill in transitioning to adulthood (Carter, Lane, Pierson, & Glaeser, 2006). Self-determination includes the ability to identify strengths and interests, advocate for oneself (connected to the ability to interact with others [i.e., social skills]), set goals, and evaluate progress in achieving goals (Carter, Trainor, Owens, Swedeen, & Sun, 2010). Therefore, a comprehensive transition program for students with EBD would encompass the development of job skills, self-determination, and social and life skills. School counselors are crucial in helping develop and implement programs that assist students with transitioning to adulthood. Counselors have an understanding of the developmental needs of students (Granello & Sears, 1999). This knowledge is essential in establishing a successful program. Additionally, school counselors develop and facilitate initiatives within comprehensive school counseling programs guided by the American School Counselor Association (ASCA, 2012) National Model and the ASCA (2004) National Standards for Students, which emphasize academic, career, and social and personal development. Furthermore, in program development, the counselor is instrumental in coordinating school personnel (teachers, administrators and support staff) and community partners to work toward helping students transition successfully. A clear need exists for the development of programs for high school students with EBD to facilitate skill development that assists them with successfully transitioning to adulthood. In this article, we, the authors, outline initiatives developed to address this need. We discuss program goals, sustainability, and some preliminary findings regarding program effectiveness. An Innovative School Program The second author is a school counselor at a Title I school serving K–12 students who are identified as ESE/ EBD (Exceptional Student Education with Emotional and Behavioral Disabilities). This tier three school offers special education interventions for the most severe students with ESE/EBD residing in the county. The student population is approximately 70%African American, 29% Caucasian and 1% Hispanic. Eighty-four percent