"An evidence-based framework and corresponding interventions that WILL better help young adults attain productive postsecondary outcomes."(Larry Kortering, Ph.D. Professor, Special Education, Appalachian State University 20090701)
"Provides a variety of easy-to-use, evidence-supported strategies . . will be a welcome addition to the field of secondary transition."(David Test, Ph.D. Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte 20090701)
"A very well researched compendium of research, data, information and best practices for those who are policymakers, academicians and educators committed to ensuring successful adult outcomes for transition age youth."(Lili Garfinkel Coordinator, Juvenile Justice Project, PACER Center 20090701)
"A powerful, research-supported framework that helps at-risk youth successfully transition into adulthood. Clark et.al. have effectively eliminated the excuse that [we] 'just don't know what works with these kids.'"(Peter Caproni, Ph.D. psychologist, Miami, Florida 20090701)
"A comprehensive and practical guide that reflects the very best of what we know works for supporting transition-age youth and young adults with emotional or behavioral difficulties . . . This is the handbook you will not want to be without."(Erik Carter, Ph.D. Associate Professor of Special Education, University of Wisconsin-Madison 20090701)
"The voices of the students throughout the handbook speak to the realities and challenges of good transition planning practices. A great handbook for anyone interested in transition and improving the post school lives of young adults with disabilities."(Ed O'Leary, Ed.D. Program Specialist, Mountain Plains Regional Resource Center, Logan, Utah 20090701)
"This handbook has been long awaited by practitioners and researchers who collaborate with youth and young adults with mental health challenges . . . documents in useful detail the evidence that is currently available across several domains, including education, vocational rehabilitation, and mental health services."(Nancy Koroloff, Ph.D. Portland State University 20090701)
"Compiles the collective wisdom accrued and honed over decades through efforts to develop and implement programs and policies to support youth in transition. Administrators, practitioners, young adults and their families will find a well-articulated framework of principles and practices to guide future efforts."(Ann Vander Stoep, Ph.D. Associate Professor, University of Washington Department of Psychiatry and Behavioral Sciences, Department of Epidemiology 20090701)
"Timely and user-friendly . . . contains the latest information on evidence-based models and practices for young people and their families, educators and service providers, researchers, and administrators."(Judith A. Cook, Ph.D. Professor of Psychiatry, University of Illinois at Chicago 20090701)
"The important work that has been compiled in this text will positively impact the post-school outcomes for our most vulnerable youth, young people with emotional and behavioral difficulties."(Cinda Johnson, Ed.D. Assistant Professor, Special Education Program Director, Seattle University, transition specialist, writer, mother of a daughter with bipolar disorder 20090701)
"This text reduces the stigma of mental health conditions for young people, provides information and resources and does so by including authentic case stories."(Linea Johnson college student, mental health advocate, speaker, and w --Endorsement
About the Author
Hewitt B. Rusty Clark, Ph.D., received his doctoral degree in developmental and child psychology from the University of Kansas in 1972. He is a professor in the Department of Child and Family Studies of the Louis de la Parte Florida Mental Health Institute at the University of South Florida. His research interests and grants focus on evaluating the effectiveness of 1) individualized planning and intervention processes for children with emotional and behavioral difficulties and their families, 2) after-care services for juvenile offenders, and 3) the transition of youth and young adults into employment, educational opportunities, and independent living. Dr. Clark came to the University of South Florida after directing a comprehensive mental health program for families in Nevada, where he was affiliated with the University of Nevada. Over the course of his professional career, Dr.Clark has developed and researched various innovative programs and has published extensively, wit 3 books and more than 80 publications to his credit. He has served as President of the Florida Association for Behavior Analysis and continues to chair the Florida Peer Review Committee, which monitors the quality of treatment programs in developmental disabilities and mental health. Dr. Clark serves on various boards of editors for professional journals and consults nationally and internationally. He was a guest professor at Philipps University in Marburg, Germany, and has presented a series of invited addresses and workshops at conferences in Israel, Peru, Scotland, and Sweden. When Dr. Clark is not conducting research and workshops or teaching, consulting, and developing programs on his topics of professional interest, he enjoys his avocation of sailing the Gulf of Mexico and other seas.
Deanne K. Unruh, Ph.D., Senior Research Associate, Secondary Special Education & Transition (SSET), 204 Clinical Services Building, 5260 University of Oregon, Eugene, Oregon 97403.
In addition to her work at the SSET, Dr. Unruh is Director of the Post-School Outcome Center at the University of Oregon (UO), with research expertise in high-risk adolescents involved in the juvenile justice system. She has received $6.1 million in research, model demonstration, and personnel preparation funding from the U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention; the U.S. Department of Education, Office of Special Education Programs; and the Institute of Educational Sciences.
Dr. Unruhâ€™s research interests include 1) developing facility-to-community transition programming for adolescents involved in the juvenile justice system, 2) improving employability social skills for highrisk adolescents, and 3) developing employment-ready measures for adolescents with disabilities. Dr. Unruh contributes to the doctoral training in transition and research methods in the College of Education. She teaches the Program Evaluation doctoral research methods sequence within the UO College of Education. Prior to coming to UO, she was a teacher and administrator in alternative education schools for high-risk youth in urban settings for more than 12 years. During this tenure, Dr. Unruh was a certified trainer for the National Diffusion Network and trained state, district, and school staff nationwide on effective instructional strategies for working with at-risk youth.
When Dr. Unruh is not at work, her interests include acting on and advocating for food sustainability and equity. She is an avid gardener and grows most of the vegetables and fruits she eats year-round. Dr. Unruh also serves on the board of her local food bank, which distributes food, operates dining rooms for the homeless, educates individuals in food self-sufficiency, and supports community gardening to disseminate fresh, organic food to those in need within her county.
Maryann Davis, Ph.D., received her doctoral degree in psychobiology from Emory University in 1990. She completed her clinical psychology training at Emory University in 1992. She is currently an assistant professor in the Department of Psychiatry at the University of Massachusetts Medical School and a faculty member of the Center for Mental Health Services Research. She has worked in private and public mental health agencies to examine how mental health services for children and adolescents can be improved. Her research interests focus on understanding the interface of the developmental process of entering young adulthood and the service system changes associated with attaining official adult status among young people with emotional or behavioral difficulties. Her current efforts focus on developing an effective model of service coordination for youth in transition. She is also examining the access that adolescents exiting public services have to adult mental health services and their involvement in the adult corrections system. Dr. Davis's work on developing an effective service coordination model and part of her work on this book were supported by a grant from the van Ameringen Foundation. She provides consultation to public agencies on working with individuals making the transition to adulthood and identifying system barriers to and solutions for developing better supports for these individuals.