Vocational Transition Research Articles

Where Does Hope Lie? The Dialectical Tensions Between Hopes and Expectations of Vocational Transition Planning from the Perspectives of Autistic Young Adults, Parents, and Practitioners.

The post-secondary transition for autistic youth is a complex process, with hopes and expectations serving as malleable mediators often overlooked in research and practice. Career awareness, exploration, and counseling services play a critical role in facilitating vocational transition, but the vocational hopes and expectations of autistic youth and their parents are often disregarded. This study aims to explore these aspirations and their impact on the vocational transition process, seeking to harmonize elements to better align with the needs of autistic youth and their families. This study used a focus group design involving group interviews with three participant groups: autistic transition-aged youth, parents, and practitioners. The findings reveal five key themes: 1) Accepting Disability or Constrained by Ableism: Resisting Marginalization, 2) Finding the Sweet Spot: Are Parents and Youth's Expectations Too High or Too Low, 3) Market Forces at Work-Finding a Meaningful Vocational Path in a Capitalist Society, 4) Despite Meticulous Planning, there is a Disconnect Between Needs and Resources, and 5) The Hills and Valleys of Finding Resilience. Navigating the multifaceted landscape of vocational transition planning for autistic youth necessitates a collaborative and flexible approach. Identified tensions serve as opportunities for growth and transformation. Recognizing and addressing system shortcomings is crucial for informed decision-making. Challenges extend beyond individual circumstances, reflecting broader systemic issues, and identifying these gaps allows for a comprehensive understanding of available resources, cultivating a basis of hope as uncertainties are addressed.

잠재프로파일 분석을 통한 고등학교 발달장애학생의 직업 전환역량 유형 연구

The purpose of this study was to both classify the types of vocational transition competencies of high school students with developmental disabilities, and identify the characteristics of each profile. To this end, using the data collected during the primary survey of the transition competency assessment, a latent profile analysis on vocational transition competency was conducted using data from 900 high school students with developmental disabilities across the country. As a result, the latent profiles for vocational transition competency were divided into five types: ‘independent daily living transition group’, ‘work activity transition group’, ‘sheltered employment transition group’, ‘supported employment transition group’, and ‘competitive employment transition group’. Each profile was similar to the degree of overall support, extended support, limited support, and intermittent support; this is according to the support scale of the transition competency assessment in terms of vocational transition competency, and was shown in a graph in the form of not crossing each other. Furthermore, looking at the characteristics of each variable in each profile, the ratio of students placed in special classes was higher than that of special schools, and the percentage of students with intellectual disabilities was higher than that of autism in the ‘supported employment transition group’ and ‘competitive employment transition group.’ Based on these research results, the need for transition goals, as well as a curriculum suitable for the five latent profiles that exist in the special education field; the discovery of sub-areas of vocational transition competencies that require high support; and the need for educational support measures suitable for the type of placement and type of disability were all discussed. Futhermore future follow-up studies were presented.

Promoting Writing Fluency of Young Adults in the Vocational Transition System (in the KOFISCH Project)

A remarkable proportion of young adults in the vocational transition system fail to meet even hierarchy-low requirements of professional writing. As a consequence, these young adults break off their writing process at an early stage, as participant observation undertaken in the BMBF-funded language-didactical and social-scientific project KOFISCH (Kompetenzförderung im Schreiben) have shown. This chapter presents materials from the KOFISCH project on the promotion of basic writing skills (writing fluency) of participants in measures of the transitional system. After an introductory part in which the importance of writing for the profession is discussed, the determinants of writing fluency are theoretically explained. As partial aspects of writing competence, these form the support areas (and concepts) of writing fluency, whose didactical approaches are explained in the third part.

Participative Cooperation During Educational Transition: Experiences of Young People With Disabilities in Austria

The results of international research studies show that early and careful planning, preparation, and implementation can contribute significantly to a successful transition from compulsory education to vocational training and employment. One key aspect in this respect is participative cooperation (i.e., involvement and active participation in the planning process), above all of the youths with disabilities themselves as the target group, but also of their parents. The project Cooperation for Inclusion in Educational Transitions of the Austrian Science Fund is the first Austrian project conducting research into participative cooperation. It aims to find out about and analyse the experiences of cooperation of youths with disabilities and their parents with professionals during the period of transition from education to vocational training and employment. Based on qualitative, longitudinal data material from the project, the present article illustrates the experiences of participative cooperation of the youths with disabilities who participated in the project along with their parents. Our main aim is to show the experiences reported by the interviewed youths and their parents concerning cooperation during the period of transition from education to employment. An additional goal is to provide impulses to improve the planning of vocational transition from education to employment in relation to the inclusion of youths with disabilities.

Reaching the Hard-To-Reach with Civic Education on the European Union: Insights from a German Model Project

So-called “hard-to-reach” learners with a lower level of formal education have been identified as a “challenge” for civic education and have been neglected with regard to civic education in the past. However, these young people do deal with political processes that relate to their everyday lives; they simply do not perceive these processes as political. The same holds true for the topic of the European Union. To date, hardly any teaching concepts and learning materials for civic education on the European Union that are specially designed for hard-to-reach youth have been available. This paper discusses the relevance, challenges, and promising approaches used to address this severe deficit in the research and practice of civic education regarding the EU. It focuses on the situation in Germany and presents the Jean Monnet project “Junge Menschen erreichbar machen mit politischer Europabildung” (JUMPER). Here, workshops with a focus on the European Union are developed—specifically tailored to the needs of the target group, carried out with pupils in the vocational transition system, and accompanied by systematic evaluation. Finally, conclusions are drawn for civic education and research regarding hard-to-reach youth.

General or Vocational Education? The Role of Vocational Interests in Educational Decisions at the End of Compulsory School in Switzerland

Many educational systems are characterized by segregation between a general and vocational educational track. When adolescents must decide on their postcompulsory education at the end of lower secondary school, the different programs are typically embedded in one of these two main tracks. Prior career choice theories postulate that vocational interests, as structured by the six-dimensional RIASEC model of Holland (1997), play a crucial role in educational and vocational transition processes. However, regarding the question of general versus vocational education, previous studies have mainly focused on the effects of social background. Therefore, this paper examines the impact of vocational interests on the choice of Baccalaureate School (BAC, general track), Vocational Education and Training (VET, vocational track) or the Federal Vocational Baccalaureate (FVB), a hybrid qualification that links elements of both tracks. The sample consists of N = 609 students at the end of lower secondary school in Switzerland. The results of multinomial logistic regression analyses show that all six dimensions of Holland’s interest model are significant predictors for the three postcompulsory tracks, even when controlling for school variables (e.g., grades) and variables of social background. While the realistic and social dimensions are positively interrelated with the choice of VET, the artistic, investigative and enterprising dimensions predict the choice of BAC. The conventional dimension is the only one positively linked to the choice of FVB. The results are discussed with special attention to segregation between more practical and more theoretical types of interests.

Gender, Judicatory Respect and Pastors’ Well-Being in Closing Churches

This study of over 130 clergy in five old-line Protestant denominations (Episcopal, Lutheran, United Methodist, Presbyterian and UCC) who dissolved their congregations examines the relationships of gender, judicatory respect and pastors’ well-being in their experience of closing a church and vocational transition afterwards; respondents completed a written survey and most also participated in in-depth interviews. Survey results show significant gender differences in the experience of respect from and satisfaction with relationships with the middle administrative part of the wider church called here the judicatory (e.g., synod, conference, diocese or presbytery), and with the experience of stress after their churches closed. Women clergy experienced greater loneliness and isolation, financial strain and thinking that closure affected their job search; their job search was also significantly longer than that of men. Respectful judicatory relationships are negatively related to many but not all vocational stresses. Comparisons with the experience of secular professionals suggest the stigma of closing a church adversely affects women clergy’s vocational journey more than men’s. The paper closes with implications for judicatory support of clergy leading churches to closure.

The emotions aroused by a vocational transition in adolescents: why, when and how are they socially shared with significant others?

Adolescents (N = 359) completed a self-report questionnaire assessing the emotional impact of an anticipated transition, their social-sharing modes, the motives and benefits of sharing, and their relationship intimacy with significant others. Partners and motives of vocational sharing depended on the transition’s valence. The intensity of negative emotions and perceived intimacy were positively related to frequency and depth of vocational sharing; intensity of positive emotions and intrapersonal and interpersonal benefits only with the depth of sharing. The links between the quality of relationships with significant others, emotions, social sharing, the management of vocational transitions and career development are discussed.

The Effect of National Competency Standards-Based Vocational Transition Education on Employment Barriers and Coping Behaviors in University Lifelong Education

본 연구는 대학 평생교육에서의 직업전환 교육이 취업 장벽과 진로대처행동에 미치는 영향력을 밝히는데 목적을 갖고 서울지역 소재 대학 평생교육대학원에 등록 중인 중도 퇴직 직업전환 교육 이수자 300명을 대상으로 실증 조사하였다. 연구결과 가설1의 중도 퇴직자의 대학평생교육에서의 직업전환교육은 취업 장벽을 극복하는데 긍정적인 영향을 미치고 가설2의 취업 장벽이 진로대처행동에 미치는 영향에서는 통제적 대처에 긍정적인 영향을 미치고 회피적 대처에는 부정적인 영향을 미쳐 기각되었다. 또한 가설3의 직업전환교육이 진로대처능력에 미치는 영향에서는 통제적 대처에는 긍정적인 영향을 미쳐 채택되고 회피적 대처에는 경력관리와 문제해결능력에만 긍정적인 영향을 미치고 자기관리 능력과 의사소통능력은 부정적인 영향을 미쳐 기각되었다. 마지막 가설4의 취업 장벽이 직업전환 교육에서의 매개효과에 있어 통제적 대처는 긍정적인 매개효과를 나타내고 회피적 대처는 부정적인 영향을 미쳐 기각되었다. 전체적인 연구를 볼 때 대학평생교육원에서의 NCS기반 직업전환 교육이 취업 장벽을 극복하고 진로대처를 위한 준비와 대처에 긍정적인 효과를 나타낸 것으로 평가할 수 있다.

The timing of a time out: the gap year in life course context

Based on biographical interviews from a three-generation study in Norway, this article examines the place of the contemporary ‘gap year’ within life course transition trajectories and intergenerational relations embedded in wider patterns of social inequality. Under the heading of taking a gap year, young people on academic transition trajectories are often granted a time out after upper secondary, during which they can recuperate from competitive school experiences and resolve uncertainties about which type of higher education to pursue. For those following vocational transition trajectories, in contrast, a gap year appears irrelevant and out of the question. The timing of their educational decisions in the life course does not coincide with arrangements for a legitimate break. Whereas a gap year before university may be seen as understandable and even beneficial, a person taking a break before or during vocational education is more likely to be described as a ‘dropout’ or an ‘early school leaver’. Based on empirical analysis, the article discusses similarities and differences between contemporary gap years in Norway and what Erik Erikson described as the institutional moratorium. Young people’s access to the moratorium of a gap year appears to be a privilege unequally distributed in the population.

The evaluation of vocational programming in secondary school settings: A suggested protocol

ABSTRACTThe primary purpose of this project was to determine if a therapist-created protocol to develop a prevocational program provided sufficient information for a practitioner to implement a vocational program within another high school setting. The developed protocol was evaluated on feasibility and efficacy for replication within another setting by practitioners considered experts in the area of prevocational intervention within secondary education. The protocol was evaluated utilizing an online survey consisting of 27 questions which were completed after review of the protocol. Ten occupational therapy (OT) practitioners from the Northeast section of the United States participated in this project. Practitioners indicated that the protocol was well organized and would be a good resource. Four of the participants reported they could see themselves implementing the protocol. All participants reported moderate-to-extreme feasibility of implementation within their current setting. This provides occupational therapists with a tool to become more actively involved in vocational training programs and transition within secondary education expanding the role of OT within the educational setting.

지적장애학생의 직업전환을 위한 고용능력 및 생활기술에 대한 교사의 인식수준

지적장애학생의 직업전환을 위한 고용능력 및 생활기술에 대한 교사의 인식수준

Land-use Change and Vocational Transition in East Kolkata Wetlands

The city of Kolkata is location-wise gifted by the existence of a wide wetland in its eastern fringe, popularly known as the East Kolkata Wetlands (EKW), where nearly 80 per cent of city sewer gets naturally treated in the shallow water bodies under abundant supply of sunshine in a hot and humid tropical climate and it provides outlet to the city’s excess rainwater run-off. During this process, the wastewater gets converted into nutrient-rich fish feed and creates favourable conditions for vocations like fisheries, garbage farming, animal husbandry, etc. However, due to aggressive urban encroachment in the buffer area of the EKW over time, the ecosystem-based livelihood practices are under threat. How that would affect the local people’s perception regarding their livelihood options in the core area of the wetlands where any change in the pattern of land use is legally prohibited? To investigate this issue, a time diary method has been applied to come up with an exhaustive listing of the types of jobs prevailing in the core area where most of the workers are employed temporarily, seasonally or sporadically, as self-employed or unpaid family worker, casual labour, home-based worker or simply home worker and where the works are so very closely tied together as part of their livelihood practices that respondents barely recognize those activities as distinct works. Entries from time diary have captured the imperceptible changes in vocational preferences across age, sex and the level of education with greater precision.

Vocational Counselling and Transition Skill Training for Adolescents with Special Needs

Adolescence is a period of transition from childhood to adulthood which implies many developmental changes and challenges. One of the most critical turning points in the lives of adolescents is the transition from schools to the world of post-secondary education, employment, and life in the general community as an adult. Developing independence, examining one’s talents and interests, deciding upon a career path and pursuing either employment or additional schooling are just some of the challenges that youth in transition face. Moreover, the children with specific disability and special needs are faced with some serious challenges like un-employability, social maladjustment, and emotional disturbance etc. as the period of transition approaches. These adolescents are unemployed at a higher rate than their general peers, tend to drop out of school halfway, and are more likely to get involved with criminal activities. Thus, the education and rehabilitation of these young children with special needs has really become a challenging field in recent time. Counseling and informal education generally would enable these exceptional children to overcome their disability to a large extent and make them effective individuals in the society. The present paper highlights some of these crucial issues.

Perspectives of Community Service Agents on the Vocational Transition Education of Special Schools: Focused on the ITP

Perspectives of Community Service Agents on the Vocational Transition Education of Special Schools: Focused on the ITP

Analyzing the Emphasis on Transition in Rehabilitation Counseling Journals: A Content Analysis

Using a Vocational Rehabilitation Transition Process Domain Structure (Plotner, Trach, & Strauser, in press), a content analysis of journal articles published between 1990 and 2009 in five rehabilitation counseling journals was conducted. This analysis led to a categorization of content pertaining to youth with disabilities to one of the following topics: Career Planning and Counseling, Career Preparation Experiences, Access and Opportunity for Success, Program Improvement Activities, Nonprofessional Support and-Relationships, and Collaborative Partnerships. Results showed that there was a limited body of research on transition in these rehabilitation counseling journals (4% of articles). Future research directions are discussed.

An Analysis of Services given by an Institution for Vocational Transition Support in cooperation with the Employment and Living Support Center for the Disabled

An Analysis of Services given by an Institution for Vocational Transition Support in cooperation with the Employment and Living Support Center for the Disabled

A Survey of Accessibility to Secondary Vocational Education Programs and Transition Services for Students with Disabilities in Wisconsin

A Survey of Accessibility to Secondary Vocational Education Programs and Transition Services for Students with Disabilities in Wisconsin

Vocational Transition in Acute Care Psychiatry

The history of vocational rehabilitation in mental health occupational therapy is a sporadic one. Today, vocational integration is an essential part of holistic practice. The Vocational Transition group protocol identifies vocational services in acute care settings for psychiatric inpatients who are planning to return to work after discharge.

Quality Indicators of Successful Vocational Transition Programs

Quality Indicators of Successful Vocational Transition Programs