Emancipation for Youth with Behavior Disorders and Emotional Disturbance: A Study of Student Perceptions

Abstract

This article examines the emancipation program of a school offering both residential and day school treatment for students with emotional disturbance and behavior disorders. The focus of the research is on participants' satisfaction with the program, readiness to exit the program, and future goals. Findings from interviews with the participants raise doubt about the quality of their preparation. Although participant perceptions of the process of emancipation were fairly positive, concern with attainability of future goals should be addressed by further research. There appears to be a problem in balancing healing the student participant (self-esteem) with promoting self-awareness and recognition of one's capabilities and limitations. Comprehensive transition planning is explored as a way to increase the success of the emancipation process.