TRANSITION Resources

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Transition from school to the community can mean many things: finding a job, starting a certificate program, entering community college, attending a four-year program etc. Transition also means changes to supports, such as health care, social security benefits, where to live, and many other areas of life. Most importantly, it means making decisions for one's self and self-determination. You will find resources on all of these topics and more in this section.


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Posted on 02/02/2016

College Guide for Students with Disabilities

There is a wealth of information available to students with disabilities. So much information is available, in fact, that it can be overwhelming to wade through it all. To aid in the process of gathering and sorting information, CFNC has put together some topics that may be of interest to students with disabilities and their families.

Posted on 02/02/2016

Disability Awareness Activities

Disability Awareness Activities

Posted on 02/02/2016

Prepare your students with disabilities to use public transportation

Public transportation plays a large role in ensuring that students with disabilities can access their communities. This resource brings awareness to considering mobility specialists to assist with transportation issues for youth with disabilities

Posted on 02/02/2016

Promoting Inclusive Physical Activity Communities for People with Disabilities

People with disabilities face substantial health risks associated with a physically interactive lifestyle. This document speaks volume to why the participation of young and older individuals with disabilities in physical activities must become one of the highest priorities for public and private organizations.

Posted on 02/02/2016

Transition Health Care Checklist: Preparing for Life as an Adult

A resource to help youth and young adults with special health care needs and disabilities make a successful transition to adult living that includes their education, health and community living.

Posted on 02/02/2016

Understanding the long-term challenges of disability

Over 20 million American families today have at least one member with a disability. Government, non-profits, and the private sector have put into place many services to aid them. This document discusses that while awareness and appreciation of the diversity of our population is growing, the day-to-day struggles of these families often go unrecognized by others.

Posted on 01/13/2016

A parent's guide to autism spectrum disorder

Helpful resource for parents caring for a child with autism spectrum disorder. 

Posted on 01/13/2016

Adolescent Mental Health in the United States

Adolescence is a critical period for mental, social, and emotional wellbeing and development. During adolescence, the brain undergoes significant developmental changes, establishing neural pathways and behavior patterns that will last into adulthood.

Posted on 01/13/2016

ASAN: The Affordable Care Act and the I/DD Community

This issue brief will analyze the implications of the ACA for people with I/DD, with particular emphasis on both the impact of ACA’s implementation to date and systems change opportunities with respect to parts of the law scheduled to come into effect over the course of the next several years. We will outline the effects of ACA-mandated policy reforms to Medicaid, private insurance and other aspects of our nation’s healthcare system. 

Posted on 01/13/2016

Assistive Technology Consideration Resource Guide

The following information is provided to assist educational teams in considering assistive technology in the development, review, and/or revision of a student’s Individual Educational Plan. This document provides a framework for identifying relevant tasks within instructional areas as well as appropriate accommodations, modifications, and technology solutions. 

Posted on 01/13/2016

Assistive Technology Laws

There is a wide range of assistive technology (AT) services and devices to which a child may be entitled. It is important for families to understand how Federal laws affect their child’s right to AT. Provided below are brief summaries of laws that impact the provision of assistive technology and special education services.

Posted on 01/13/2016

Asstistive Technology and Learning Disabilities

Helpful assistive technology toolkit.

Posted on 01/13/2016

Asstistive Technology and Learning Disabilities

Helpful assistive technology toolkit.

Posted on 01/13/2016

Autism spectrum disorders in adolescence and early adulthood: Characteristics and issues

Much has been written about the diagnostic characteristics that distinguish autism spectrum disorders (ASD) from other disorders of childhood for toddlers and elementary school age children. There is a paucity of description of the characteristics and needs of youth and young adults with ASD.

Posted on 01/13/2016

Family Information Guide to Assistive Technology and Transition Planning

The FCTD Family Information Guide to Assistive Technology and Transition Planning includes the following sections: An Introduction to Transition Planning and Assistive Technology, How Make a Successful Transition with Your Assistive Technology, Laws Governing Accommodations and Transition in Birth-12 & Postsecondary Settings, Glossary of AT and Transition Terms, Additional AT and Transition Resources. 

Posted on 01/13/2016

Interventions for adolescents and young adults with autism spectrum disorders

Individuals with ASD have significant impairments in social interaction, communication, and repetitive behavior. As noted, some people with ASD also have impaired cognitive skills, atypical sensory behaviors, or other complex medical and psychiatric symptoms and conditions.

Posted on 01/13/2016

List of Assistive Technology

The purpose of this list is to provide you with resources and to support the products used or referenced in our presentation. It is not a comprehensive list. It does not endorse one product or vendor as being better than another. Assistive technology is determined by the team and the student based on trialing and data results.

Posted on 01/13/2016

Mental Health Disorders

Fast facts about mental health disorders in youth. 

Posted on 01/13/2016

Mental Illness and Mental Health in Adolescence

e. While the mental health field offers essential options for treating disorders, the profession is only beginning to explore ways to build optimum health. This fact sheet provides a very brief introduction to mental health with a focus on definition, assessment, and mental health disorders, then offers perspective on the role youth development approaches may play in promoting positive mental health and protecting against mental health disorders.

Posted on 01/13/2016

National Resources for Parents of Children and Youth with Disabilities

Parents of youth with disabilities have unique opportunities to promote their successful transition to postsecondary education, employment and full adult participation in society.

Posted on 01/13/2016

Parents Supports and Recreation Programs for Children, Teens,and Young Adults with Disabilities

Helpful accessibility resources in New York. 

Posted on 01/13/2016

Sleep strategies for teens with autism spectrum disorder

This booklet is designed for families of teens with autism spectrum disorders (ASD). Many people with ASD have trouble with sleep throughout their life.

Posted on 01/13/2016

Student Voices

A study of young adults with learning and attention issues

Individuals with learning and attention issues (LAI) are just as smart as their peers. Many describe them as out-of-the-box thinkers who approach challenges in unexpected ways and who, with access to the right kinds of accommodations and supports, use effective and often highly creative strategies for learning and solving problems.

Posted on 01/13/2016

technical Assistance Guide

Assistive Technology for Children & Youth with Disabilities

The Technical Assistance Guide Assistive Technology for Children and Youth with Disabilities IDEA Part B is designed to assist Oklahoma Local Education Agencies (LEAs) and IEP teams in providing assistive technology (AT) devices and services to students with disabilities as required by the Individuals with Disabilities Education Act (IDEA).

Posted on 01/13/2016

The State of Learning Disabilities

It’s necessary to define what a learning disability (LD) is in order to understand how Americans with learning disabilities are functioning today in schools, colleges and workplaces. For the school-age population, the most commonly used definition is found in the federal special education law, the Individuals with Disabilities Education Act (IDEA). IDEA uses the term “specific learning disability (SLD).”

Posted on 01/13/2016

The transition to adulthood for youth with ID/DD:

A review of research, policy and next steps

Helpful resources for youth with ID/DD transitioning to adulthood. 

Posted on 01/13/2016

Together Beyond the School Day:

Including Youth with Disabilities In Out of School Time Programs

For many parents and guardians of children with disabilities, finding safe and accessible out of school time activities can be a difficult and frustrating process. This booklet is designed to answer key questions for parents, young people and providers, explain relevant laws and connect both parents and providers with organizations that can help them meet the needs of all children.

Posted on 01/13/2016

Transition to Adulthood: A Health Care Guide for Youth and Families

This guide is intended to help young people with disabilities and their families plan for the transition to adulthood in health care contexts. It includes information on how to ensure that young adults have the support they need to make healthcare decisions, how to access continued healthcare coverage and decide which kind of coverage to get, and how to find an adult-oriented doctor.

Posted on 01/13/2016

Transitioning teens with autism spectrum disorders

For parents and guardians of children with Autism Spectrum Disorders (ASDs), the transition to adulthood can evoke feelings of uncertainty, unpreparedness, and fear – in even the most passionately loving, competent parents. You may have finally begun to feel comfortable with your child’s education and treatment, and now you must face an entirely new set of daunting challenges. 

Posted on 01/13/2016

Work, Assistive Technology and Transition-Aged Youth

This article will describe how AT can assist individuals with severe disabilities to overcome barriers to gainful employment, with a focus on transition-aged youth (i.e., youth with disabilities who are moving from special education programs to training programs, college and/or work). 

Posted on 12/10/2015

Family Engagement Framework

A tool for California school districts

In support of establishing strong, healthy, and systematic school, family, and community partnerships statewide, the California Department of Education (CDE) engaged the assistance of the California Comprehensive Center at WestEd (CA CC) to develop a tool describing expectations and implementation strategies for integrated family engagement within state educational programs. This Family Engagement Framework is intended to provide guidance to educators, districts, schools, families, and communities as they plan, implement, and evaluate strategies across multiple programs for effective family engagement to support student achievement and close the academic achievement gap.

Posted on 12/10/2015

How to Build Recruitment and Engagement of Low-income Populations

The goal of this research project was to document service provider and researcher (a) methods of recruitment, (b) assessment of what works and does not work, (c) BARRIERS, (d) resources needed for success, and (e) retention strategies. The report includes a discussion on recruitment, use of incentives, challenges, as well as retention and communication strategies. 247 services providers and 65 researchers across North America took part in the study.

Posted on 12/10/2015

Outreach, Recruitment, and Engagement

Youth development is the process by which youth make the transition from childhood to adulthood. All youth have essential needs that must be met if they are to make this transition successfully. These needs fall into 5 categories: mental health, physical health, civic and social involvement, intellectual health, and employability. Effective youth services programs. Effective youth services programs meet the needs of youth in each of those 5 categories.

Posted on 09/21/2015

Creating Environments That Work for All Youth:

Increasing the Use of Evidence-Based Strategies by Special Education Teachers

Using instructional strategies grounded in strong empirical foundations will improve the educational outcomes of students in both general and special education. The President’s Commission on Excellence in Special Education (PCESE) recommends the replacement of an established “culture of compliance” with a “culture of results” built on improved instruction supported by research and ensured by increased accountability (PCESE, 2002). One issue ofThe Journal of Special Education highlighted a series of research-based instructional practices for children with disabilities (Cook & Schirmer, 2003). The special education literature contains several research syntheses and meta-analyses of evidence-based practices (e.g., Forness, Kavale, Blum, & Lloyd, 1997; Gersten, Schiller, & Vaughn, 2000). However, the consensus in the field is that there is a vast gap between practices proven to be successful through research and what is practiced in our schools (Greenwood, 2001). The failure to implement and sustain effective practices in the classroom has been offered as a major explanation for the poor outcomes for special education students (Greenwood & Abbott, 2001; Landrum, Tankersley, & Kauffman, 2003). With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this project

Posted on 09/21/2015

Engaging People with Disabilities:

Promoting Health Through Program Integration

This enclosed Integration Packet has been designed to help with implementation on many levels. It includes practical strategies, sample protocols, examples of educational materials, to-do lists, and model language that can be easily incorporated into existing program activities.

Posted on 09/21/2015

Family Information Guide to Assisitve Technology and Transition Planning

This guide contains: an introduction to transition planning and assistive technology, how to make a successful transition with your assistive technology, law governing accommodations and transition in birth-12 & postsecondary settings.  

Posted on 09/21/2015

Models of Collaboration and Cost Sharing in Transition Programming

Most funding for state and local transition programs that serve youth with disabilities depends on the authority of three federal laws—the Individuals with Disabilities Education Act (IDEA), Title I of the Workforce Investment Act (WIA), and the Vocational Rehabilitation Act, found under Title IV of WIA. Because these three laws provide funding from separate federal agencies, states have various structures for providing related services (Timmons, 2004). This separation of funds and programs has often led to schools and human service agencies that serve individuals with disabilities functioning in isolation or from uncoordinated agendas (Crane, Gramlich, & Peterson, 2004). Fortunately, many state and local educational and human service organizations, with encouragement from federal funding agencies, are forming partnerships that seek to coordinate agendas and collaborate with as many stakeholder groups as possible. To be successful and sustaining, these collaborations must be able to work together, share resources, and find creative and flexible ways to fund programs and share the financial burden. This brief describes two funding tools that are increasingly used in collaborative relationships. Both blended funding and braided funding pool financial resources to maximize outcomes. These tools can be instrumental in maintaining and sustaining effective relationships in transition programming.

Posted on 09/21/2015

The Role of Parents in Dropout Prevention: Strategies that Promote Graduation and School Achievement

Graduating from high school is a cornerstone of future success. Although students with disabilities may face obstacles to completing their education, parents can play a key role in helping their children achieve this goal. By staying involved, focusing on individual strengths, finding the right school setting, and holding high expectations, parents can help their children prepare for successful adulthood.

Posted on 09/21/2015

Transition Planning

Community Mapping as a Tool for Teachers and Students

Community mapping is a tool grounded in a school-to-careers research base that can aid educators’ efforts in matching students’ transition needs with community assets. It is also a tool that can build teachers’ knowledge and awareness of community assets to create more effective transition plans. Additionally, it is an instructional activity that helps students explore organizations as well as career opportunities in their community. Community mapping can be a geographical mapping of a target community (concrete mapping) or an abstract mapping of assets or services within a target community (abstract mapping). Either way, it is a contextualized teaching and learning (CTL) approach that can acquaint teachers with the target community’s culture, resources, transition assets, and needs.

Posted on 09/21/2015

Transitions for Children and Youth

How Occupational Therapy Can Help

A guide on how Occupation Therapy can help children and youth transition. 

Posted on 09/21/2015

What does Health Have to do with Transition? Everything!

This Parent Brief provides information on the benefits of and strategies for including health in the Individualized Education Program (IEP) process.

Posted on 09/16/2015

Blazing the Trail:

A New Direction for Youth Development & Leadership

In August 2007, more than 200 youth and adults came together in Washington D.C. to discuss what action steps should be done to ensure that young people are best prepared to move successfully from youth to adulthood. A major purpose of the event, called Blazing the Trail: A New Direction in Youth Development & Leadership, was to talk about improvements that should be made in laws, policies, and ways that adults communicate with youth. This is a report out. 

Posted on 09/16/2015

Bullying and Children and Youth with Disabilities and Special Health Needs

Special considerations are needed when addressing bullying in youth with disabilities. There are resources to help kids with disabilities who are bullied or who bully others. Youth with disabilities often have Individualized Education Programs (IEPs) or Section 504 plans that can be useful in crafting specialized approaches for preventing and responding to bullying. These plans can provide additional services that may be necessary. Additionally, civil rights laws protect students with disabilities against harassment.

Posted on 09/16/2015

Effects of Peer Support Interventions on Students' Access to the General Curriculum

and Social Interactions

The findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.

Posted on 09/16/2015

Occupational Therapy's Role in Mental Health Promotion

Prevention, & Intervention with Children & Youth Inclusion of Children with Disabilities

Occupational therapy practioners use meaningful activities to help children and youth participate in what they need and/or want to do in order to promote physical and mental health and well-being. Occupational therapy practitioners focus on participation in the following areas: education, play and leisure, social interaction, activities of daily living (e.g., eating, dressing, hygiene), instrumental activities of daily living (e.g., meal preparation, shopping), sleep and rest, and work. These are the usual occupations of childhood. Task analysis is used to identify factors (e.g., sensory, motor, social-emotional, cognitive) that may limit successful participation across various settings, such as at school, at home, and in the community. Activities and accommodations are used in intervention to promote successful performance in these settings.

Posted on 09/16/2015

Youth Development and Youth Leadership Program

This brief describes how administrators and policymakers can use the concepts of youth development and youth leadership in developing and administering programs that serve all youth and activities specifically geared toward youth with disabilities. 

Posted on 09/16/2015

Youth Leadership Forums—Providing Leadership Development Opportunities for Youth with Disabilities

Years of youth development research have yielded consensus by researchers, practitioners, and government representatives regarding what young people need for healthy development (Eccles & Gootman, 2002). Both environmental and social factors are now seen as critical elements for youth develpment programs. Addressing these factors creates a foundation for the development of a healthy sense of self and the formation of a positive identity—traits especially important for youth with disabilities. The combination of environmental and social factors also creates 1) a holistic platform for providing support services to youth with disabilities, and 2) the necessary conditions for youth to become leaders.   This brief outlines findings of youth development research, describes the components and benefits of Youth Leadership Forums (YLFs), and introduces the Iowa and Kansas YLFs.  

Posted on 09/16/2015

Youth Leadership Toolkit

The target audience of this Youth Leadership Toolkit, consisting of a DVD and guidebook, is Family to Family Health Education Centers (Family Voices), parents, young adult self-advocates, healthcare providers, physicians, disability service organizations, and family members, but it may also prove useful for teachers and other individuals or organizations who work with youth with disabilities. The purpose is to increase understanding of the importance of the perspectives that youth and young adults bring and to provide information and tools that help to effectively include them in addressing the challenges of transitioning to adulthood and increased independence. 

Posted on 09/15/2015

Friendship Matters: Fostering Social Relationships in Secondary Schools

A paper exploring the positive effect of friendships and strategies on how to foster productive relationships with peers.   

Posted on 09/15/2015

Teaching Functional Life Skills to Youth with Disabilities

This practice-based systematic review summarizes the scientifically-based research studies that have been produced in the past two decades focused on the effects of interventions associated with domestic/self-help life skills curricula, community participation life skills curricula, and recreation/leisure life skills curricula, on secondary-aged youth with disabilities. 

Posted on 09/14/2015

Increasing Social Interaction Among Adolescents with Intellectual Disabilities

and Their General Education Peers: Effective Interventions

This paper provides a critical analysis of 26 empirical interventions aimed at promoting social interaction among adolescents with inellectual disabililtes and their general education peers in middle and high school settings.  

Posted on 09/14/2015

Opening Doors to Employment

Planning for Life After High School

This is  a handbook created to provide guidance to the stakeholders (students, parents, school counselor) on how to effectively develop employment goals during Individualized Education Program (IEP) team in developing your employment goals.  

Posted on 09/14/2015

Preparing for a Transition IEP Meeting

A newsletter from the Parent Advisory Council with strategies on how to prepare for a transition IEP meeting. 

Posted on 09/14/2015

Preparing Youth and Young Adults for Apprenticeship Programs

This guide provides insight into transition planning with a focus on assessing a youth's interests, aptitiudes and abiliites. 

Posted on 09/14/2015

Promoting Positive Social Interactions in an Inclusion Setting for Students with Learning Disabiliti

The National Association of Special Education Teachers produced a guide on promoting positive social interactions in an inclusion setting for students with learning disabilities.  

Posted on 09/14/2015

Teens on IEPs: Making My "Transition" Services Work for Me

This brief explains how schools and families can supplement the required IEP by using an opition Individual Learning Plan as a tool to help youth successfully tranistion from high school to employemnt and post secondary education. 

Posted on 08/14/2015

"Dare to Dream" by LeDerick Horne

Wordsmith, LeDerick Horne, invites you to merge 'who you are' with 'who you want to be' in his poem "Dare to Dream."

Posted on 08/10/2015

Home remodeling for disability and special needs: What you need to know

For many people, owning and maintaining a home is one of the most significant investments they ever make. But for individuals and veterans living with disabilities or special needs, or seniors aging in place, the fact that much of the world outside is not built to accommodate their needs magnifies the value of a comfortable home. It’s vital they and their loved ones have access to the best resources about how to make their homes livable and enjoyable.

Posted on 08/09/2015

Teaching using mediated communication

Introduction to using mediated communication in an university classroom. Also, some follow up interviews that place the students in the interpreter role. There are two forms of mediated communication in use: a low tech letter board and a high tech ECOpoint system. Many thanks to all who interviewed for the footage and for the openness perceived in their participation

Posted on 08/07/2015

Becoming a Medicaid Provider of Family and Youth Peer Support

Considerations for Family Run Organizations

This resource provides guidance to family run organizations that are considering whether to become Medicaid providers of family and youth peer support. It uses examples from three states – Arizona, Maryland, and Rhode Island – to illustrate key aspects of this decision and process in becoming a Medicaid family and youth peer support provider.

Posted on 08/07/2015

Bully Prevention in Positive Behavior Support

As discussed, Bully Prevention in Positive Behavior Support describes a 3 step response to problem behavior, including “Stop”, “Walk”, and “Talk. This terminology is adequate for most settings, but for some (particularly older students), this language may seem childish or “uncool”. Therefore, the language used for each of the three steps should be discussed prior to program implementation.

Posted on 08/07/2015

From Poverty to Child Welfare Involvement: The Critical Role of Housing in Family Stability

Economic security and safe, stable, and affordable housing are critical to the well-being of all children, youth and families. Poverty places families with children at risk of experiencing a wide array of life-changing experiences and unhealthy outcomes, including homelessness and involvement with the child welfare system.

Posted on 08/07/2015

Housing and Education Collaborations to Serve Homeless Children, Youth, and Families

Best Practices in Interagency Collaboration Brief Series

This brief is designed for staff of homeless assistance programs and members of Continuums of Care (CoCs) funded by the U.S. Department of Housing and Urban Development (HUD), as well as for State Coordinators for Homeless Education and local homeless education liaisons who operate under the guidance of the U.S. Department of Education (ED). The brief provides basic information to help homeless service providers and homeless education staff understand each other’s role in supporting children, youth, and families experiencing homelessness, while offering tools to enhance collaboration among agencies.

Posted on 08/07/2015

Housing and Outreach Strategies for Rural Youth

Best Practices from the Rural Youth Survey

Major causes of rural homelessness include high rates of poverty and unemployment, a lack affordable housing and inadequate incomes. There is an even more acute dearth of literature relating to the prevalence and plight of rural youth experiencing homelessness.

Posted on 08/07/2015

Housing for Homeless Youth

With over two million youth experiencing at least one night of homelessness each year—and over a hundred thousand more leaving child welfare, juvenile justice, and the child mental health system—America must find increased housing resources for youth living without their parents, or unaccompanied, homeless youth.

Posted on 08/07/2015

How States Can Support Older Youth in Fostercare

Youth who age out of the foster care system are more likely than their non–foster care peers to be involved with the criminal justice system, have low educational attainment, become pregnant, experience homelessness, and lack health insurance. 2 One study showed, for example, that a mere 6 percent of foster youth had completed a two- or fouryear postsecondary degree by age 23 or 24, compared with 29 percent of their peers. 3 A startling 77 percent of female foster youth became pregnant by age 23 or 24, compared with just 40 percent of their peers in the general population. 4 In general, individuals who leave foster care at age 18 are more apt to grow into adults who will require long-term government support and who experience lifelong difficulties.

Posted on 08/07/2015

Looking to the Future

Youth and Housing in Rural America

The Housing Assistance Council recently published an edition of Rural Voices dedicated to the housing needs of seniors and older rural residents. That issue highlighted the reality that the senior population in rural America is growing in part because younger people tend to leave these areas for the cities and suburbs.

Posted on 08/07/2015

Positive Behavior Support for Children and Youth

Since 1996, the Division of Developmental Disabilities (DDD) has formally endorsed positive behavior support as the systematic approach for intervention and prevention of challenging behaviors. The literature indicates that positive behavior support with parental and/or caregiver involvement and technical support is an effective intervention for children and youth with developmental disabilities, including autism and other disorders, and can significantly prevent and reduce severe challenging behaviors. 

Posted on 08/07/2015

Program-Wide Positive Behavior Support:

Supporting Young Children's Social-Emotional Development and Addressing Challenging Behavior

Positive Behavior Support (PBS) describes a process for addressing children’s challenging behavior that is based on an understanding of the purpose of the behavior and a focus on teaching new skills to replace challenging behavior. Over the last 20 years, there has been an accumulation of evidence that the use of PBS can result in decreases in problem behavior and assisting individuals with challenging behavior and their families in achieving their desired lifestyle.

Posted on 08/07/2015

Seeking Shelter

The Experiences and Unmet Needs of LGBT Homeless Youth

In 2010, the Center for American Progress issued a landmark report on homelessness among lesbian, gay, bisexual, and transgender, or LGBT, youth. “On the Streets: The Federal Response to Gay and Transgender Homeless Youth” explored the drivers of homelessness among LGBT youth, the experiences they have on the street, and proposed federal interventions that could help address the epidemic of homelessness among LGBT children and young adults. 

Posted on 08/07/2015

Supporting Homeless Children and Youth through Proactive and Positive Behavior Management

Research Summary

A well-established body of research finds that children living in poverty have a higher risk of developing a variety of social, emotional, and behavioral problems (Armstrong, 2009; Eamon, 2001). Children who are homeless face all the adversities that children in poverty face, along with the additional risks associated with unstable housing (Murphy & Tobin, 2011; Samuels, Shinn, & Buckner, 2010; Wadsworth, Raviv, Reinhard, & Wolff, 2008). 

Posted on 08/07/2015

The Role of Housing in the Transition Process of Youth and Young Adults: A Twenty-year Perspective

IN 1981, LIGHTHOUSE YOUTH SERVICES, a private nonprofit agency in Cincinnati, Ohio, began one of the first independent living programs for adolescents in the state. The local county children’s services supervisors and Lighthouse administrators had been hearing numerous stories of youth who had left the county’s foster and group homes and were discharged from county custody, only to return several months later stating that they were homeless. The youth were reporting that they had learned a lot from various placements, but their families remained dysfunctional and were still unable to provide a stable place for them to live

Posted on 08/07/2015

What Works to End Youth Homelessness?

What We Know Now

The definition of homeless youth can vary, but for the purposes of this paper “homeless youth” or “unaccompanied homeless youth” are used interchangeably and refer to an individual, 12–24 years of age, who is living on their own, without a parent or guardian, and lacks a stable or permanent address.1 Transition-aged youth (TAY)2 , 18 to 24 years old, are one of the fastest growing homeless populations and require unique housing and services because they are still developing as young adults and need support until they are able to support themselves, gain life experience, and transition to adulthood.  

Posted on 07/20/2015

Access to Mental Health Care

January 2013

This Adolescent Health Highlight describes barriers to treating adolescent mental health disorders; discusses the connection between insurance status and access to mental health treatment; and explains funding for adolescent mental health services. 

Posted on 07/20/2015

Addressing the Mental Health Problems of Border and Immigrant Youth

A Culture and Trauma Special Report from the National Child Traumatic Stress Network (January 2013)

For health care professionals on the front lines of providing mental health and trauma care to Latino children and families in the United States–Mexico border region, it is crucial to understand the diverse cultural, socioeconomic, environmental, and political factors that daily impact the lives of their clients/ patients. Equally important, such clinicians need to implement culturally competent care while simultaneously addressing the families’ misconceptions and knowledge gaps about the causes of mental health problems and their treatment. 


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