Research Database: Article Details
| Citation: | Yeager, K. H. (2018). Social capital considerations in transition for students with emotional and behavioral disabilities. Intervention in School and Clinic, |
| Title: | Social capital considerations in transition for students with emotional and behavioral disabilities |
| Authors: | Yeager, K. H. |
| Year: | 2018 |
| Journal/Publication: | Intervention in School and Clinic |
| Publisher: | Sage Publications |
| DOI: | https://doi.org/10.1177/1053451218765275 |
| Full text: | |
| Peer-reviewed? | Yes |
| NIDILRR-funded? | Not reported |
Structured abstract:
| Background: | Transition planning for students with emotional and behavioral disabilities (EBD) face serious challenges and poor outcomes in moving students from school to work and in supporting independent living. Established practices for these transitions are limited for EBD students and are particularly problematic for those in difficult socio-economic situations or culturally / linguistically diverse circumstances. |
| Purpose: | Using techniques from social capital theory and practices, support teams can help EBD students have more successful outcomes and develop relationships that sustain employment and expand social networks for long term social interaction. |
| Intervention: | Helping students transition from school to work is a key goal of using social capital theory. Teachers and other professionals can use a variety of social capital techniques in helping students find support in transitioning from school to work. In particular, using relationships or bonding social capital, students can, with support, take charge of their own outcomes. Teachers take on a primary role in aiding students with EBD to establish these support networks by building social relationships. As school is one of the most important places to develop social capital, bridging social capital theory suggests that students can, at a young age, develop skills for successful transitions. Membership in extracurricular activities, for example, helps build skills of self-determination. As well, teachers and other individuals in the school can help students by increasing collaboration with other agencies and organizations as a means of aiding the transition for students. Ten steps that help address the transition using social capital can be applied in these situations as well as using a Social Capital Tree activity. These two specific tools can support students to take charge of their outcomes even if the stakeholders change along the way. |
| Data collection and analysis: | Research on social capital theorists have shown that social capital is one method for supporting students as agents in their own lives. Further, individualized support for students has shown, in some studies, that increasing social capital can improve student outcomes. |
| Conclusions: | Social capital theory has direct and specific application for EBD students and can be utilized to improve outcomes for these individuals. Addressing the needs of EBD students using these techniques can provide support for students and help this group make the transition between school and work. Helping students find individuals that will aid their ongoing personal growth through social capital is one important aspect of improving outcomes for EBD students. |
| Disabilities served: |
Developmental disabilities Personality disorders |
| Populations served: |
Transition-age youth (14 - 24) Culturally diverse populations (e.g., African Americans, Native Americans, and non-English speaking populations) |
| Interventions: |
Accommodations Job search and placement assistance Supported employment Training and technical assistance Vocational rehabilitation Other |
| Outcomes: |
Employment acquisition |