College Bound: Examining the Adequacy of High School Transition Planning for Youth with Internalizing Disorders

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Somatic Foot, by Missy Fauser

The challenges faced by individuals with emotional disabilities during the transition from high school to college can be vast. The 2012 dissertation “College bound: examining the adequacy of high school transition planning for youth with internalizing disorders”, written by Stewart Ehly, examines the effects of currently recommended transition planning procedures and suggests a focus on more individualization in planning the college transition.

 

Findings from this study provide a preliminary framework for developing a transition planning procedure tailored to the unique needs of college-bound students with internalizing disorders. Data gathered during interviews suggests that transition plans should use a person-centered planning approach, meaningfully involve key stakeholders in the process, ensure that youth receive quality mental health services, and prepare youth 124 to plan for potential barriers that may surface in young adulthood.

 

Stewart Ehly. “College bound: examining the adequacy of high school transition planning for youth with internalizing disorders” PhD (Doctor of Philosophy) thesis, University of Iowa, 2012.