Growing Up and Moving On:Growing Up and Moving On:Family Involvement in TransitionFamily Involvement in Transition

Lauren Lindstrom, Ph.D. University of Oregon

Youth Transition Program ConferenceFebruary 16, 2011

.

Why focus on families?Why focus on families?

Why should we talk about family involvement for high school youth with disabilities?

Transition FrameworkTransition Framework

Session OverviewSession Overview

1. Research about family involvement

2. GAPS Study Methods Findings

3. Discussion and Resources

Family InvolvementFamily InvolvementKey Research FindingsKey Research Findings

Parental involvement Parental involvement contributes tocontributes to:: Improved student motivation Improved student motivation More consistent attendanceMore consistent attendance Improved behavior in schoolImproved behavior in school Improved academic performanceImproved academic performance Higher school completion ratesHigher school completion rates More clearly defined future plansMore clearly defined future plans

Newman, 2004

Impact of FamilyImpact of FamilyYouth from higher income households

Newman et. al 2009

YTP Youth: Family YTP Youth: Family DataData

Families and Career Families and Career DevelopmentDevelopment

Parents’ education and occupational attainment

Family socioeconomic status Low income families:

Lower expectations Less structured involvement Less likely to be involved in

school

Family Structure: “Growing Up”

Whiston & Keller, 2004.

Families and Career Families and Career DevelopmentDevelopment

Family expectations Support and

advocacy Relational resources Intentional career

related activities

Family Process: “Moving On”

Blustein et al. 2002

GAPS ProjectGAPS Project Understanding Gender differences in young Adult Post School outcomes Funded by U.S.

Department of Education

Analysis of existing post school data

In depth case study research

GAPS Conceptual Model

GAPS Qualitative Study

Longitudinal case study design Examine post school employment

and community adjustment over time

Statewide sample of young adults with disabilities

233 in depth individual interviews

GAPS: Focus on FamiliesGAPS: Focus on Families

Influence of families on career development and post school employment outcomes for youth with learning disabilities

Research Questions How does family structure influence career

development and post school outcomes for young adults with learning disabilities? Parental occupation, education, economic status

How does family process influence career development and post school outcomes for young adults with learning disabilities? Involvement, support, career expectations

Study Sample

Criterion Sampling Documented

learning disability Participated in

school to work transition program (YTP)

Exited high school between 1997 and 2001

Final SampleFinal Sample 13 young adults

with learning disabilities

8 females and 5 males

Ages 22 to 27

Data Collection

In depth semi-structured interviews Young adults Parents/family members School staff

Review of special education and rehabilitation case files

Family background questionnaire Home visits and observations

Interview Participants

High school teachers or transition specialists

Parents and other family members

Total of 59 interviews 26 young adult 18 family members 15 school staff

Data Analysis: Phase One

Analyzed family background information

Developed codes based on research questions and relevant literature

Coded interview data and entered into a data base

Data Analysis: Phase Two

Individual Case Study Reports: Family characteristics

and relationships In school experiences Post school

experiences including employment and independent living

Summary tables

Cross Case Analysis Family

structural variables

Family process variables

Findings: Role of the Findings: Role of the FamilyFamily

Families play a role in career development and employment outcomes for young adults with learning disabilities

Family processFamily process more more important than important than family family structurestructure

Findings: Family StructureFindings: Family StructureExamined:Examined: Mother’s occupation Mother’s education Father’s occupation Father’s education level Family socioeconomic status

Findings: Family Findings: Family StructureStructure

Influence of Influence of socioeconomic status

Low SES Low SES families: impact families: impact on on vocational identity & career decision making

Findings : Family Findings : Family StructureStructure

Faced with “financial press”Faced with “financial press”

Contributions to the familyContributions to the family Early work experiencesEarly work experiences Caretaking role Caretaking role

Gender differencesGender differences

Findings: Family Findings: Family StructureStructure

““If I don’t strive to be the best then I’m going to be like my mom …working two jobs, miserable until something better comes along and it doesn’t seem like it ever comes along. That’s not my idea of life.”

Family role models “Desire to be different”

Findings: Family ProcessFindings: Family Process

Five Key ComponentsFive Key ComponentsFamily relationshipsFamily involvementFamily support and advocacy Intentional career related activities

Career aspirations

Findings: Family ProcessFindings: Family Process

Three patterns of family interaction which influenced post school outcomes

ADVOCATESADVOCATES PROTECTORSPROTECTORS REMOVEDREMOVED

Family Process Variables by Group

Advocates

Protectors

Removed

Relationships Positive Positive Varied: some negative

Involvement High High Low

Support and advocacy

Mid to High levels

Limited Very limited

Intentional career related activities

High None None

Aspirations Limited Low Low or vague

Family ProcessFamily ProcessADVOCATESADVOCATES

Positive relationships High involvement Support and advocacy Intentional career related

activities Limited career aspirations

OUTCOMES: high wage/high skill employment, independent living, overall satisfaction

AdvocatesAdvocates

Kelly

Parents provided support Parents provided support and specific adviceand specific advice

Ongoing advocacyOngoing advocacy

Kelly’s father said:Kelly’s father said:“Now is the time to start

preparing. I told her I won’t be able to afford college so do the best you can now and start preparing for your future.”

Family Process Family Process PROTECTORSPROTECTORS

Positive relationships (close knit) High involvement Limited support and advocacy Career related activities: None Low career aspirations

OUTCOMES: Low wage employment or unemployed, semi independent living, overall low satisfaction

ProtectorsProtectors

Grace

High involvementHigh involvement High control and structureHigh control and structure Grace’s mother said:Grace’s mother said:“I usually have to talk her through a

situation. She calls me two to three times a day and we talk. Like today, I’ve talked to her three times on the phone and I went to her house to check on things.”

Family Process: Family Process: REMOVEDREMOVED

Varied: some unstable relationships Low involvement Low support and advocacy Career related activities: None Low/vague career aspirations

OUTCOMES: employed (varied wages), majority living independently, overall satisfaction

RemovedRemoved

Bill

More negative or unstable More negative or unstable family relationshipsfamily relationships

No involvement in day to day No involvement in day to day activitiesactivities

Bill said:Bill said:“I wasn’t a very good student. I

didn’t really bring home homework. And they weren’t running to school functions; they were busy. They had other things to do.”

Key Themes: Interactions of Key Themes: Interactions of process and structureprocess and structure

Family vision for Family vision for the futurethe future

Family guidance Family guidance and planning and planning activitiesactivities

Family statusFamily status

What does this mean for families of youth with disabilities in your community?

Group DiscussionGroup Discussion

Encourage high Encourage high aspirationsaspirations

Help families connect Help families connect to specific transition to specific transition planning activities planning activities including:including: AssessmentAssessment Career ExplorationCareer Exploration PlanningPlanning

Provide information Provide information about post school about post school optionsoptions

RecommendationsFor Family Involvement

Family Family InvolvementInvolvement

Wrap up and Resources