The Choices-in-Transition Intervention was designed to promote students' attainment of transition-related goals through person-centered goal-setting, help-recruiting skills training, and case management support. Participants were 41 low-income, predominantly ethnic minority high school students with disabilities. The study assessed the types of transitionrelated goals participants set and their goal attainment outcomes. In addition, the study assessed students' help-recruiting skill development, help-seeking behaviors, and the help received during goal pursuit. The researchers predicted that participants' help-recruiting skills would be positively related to their help-seeking behaviors, help-seeking behaviors would be positively related to the help students received, and receiving help would be positively related to students' goal attainment. Results revealed significant increases in students' help-recruiting skills. In addition, 34% of participants sought help with their goals, 90% received help with their goals, 85% met at least one of their goals, and predictions about helping were supported. Implications for transition services are discussed.For more than a decade, researchers have gathered evidence that youth with disabilities have lower rates of employment and enrollment in postsecondary education programs than youth without disabilities (have identified a number of best practices to guide transition-related service delivery, including person-centered planning, student development, interagency collaboration, family involvement, and program evaluation. However, few studies have provided empirical evidence to link these practices to positive transition outcomes. Kohler (1993), for instance, found that most best practices have not been substantiated by empirical research, notwithstanding overwhelming support for their use among transition professionals. In addition, research that assessed use of best practices in schools around the country (e.g., Collet-Klingenberg, 1998;Hasazi, Furney, & DeStefano, 1999) revealed that even stable school environments faced challenges in adopting best practices for transition. Published transition research on best practices, to date, has not included under-resourced urban high schools.

The history of Community Psychology is not just a history of professional developments in the field but also a history of the interaction between social events and the accomplishments of community psychologists. In this chapter, we document the evolution of community psychology within the context of events in U.S. history beginning at least twenty years before the field was founded. We propose that earlier cultural and historical events and circumstances are important contexts for the founding of the field at the 1965 Swampscott Conference. Furthermore, these same cultural and historical events have also provided a context for the emergence of three major and defining domains of community psychology. The first, working with the strengths of persons and communities, has served as a guiding value for the field's development. Second, ecological theory, has provided a theoretical framework for the work that community psychologists do. Finally, designing and conducting preventive interventions has become the primary way in which community psychology research has been translated into action. For each of these domains, we provide a review of significant empirical and theoretical developments in the filed. We conclude the chapter by providing critical observations and suggestions for future directions.

During the June 2001, eighth biennial meeting of the Society for Community Research and Action in Atlanta, a wide variety of community psychologists across generations attended a tribute in honor of James Gordon Kelly. What follows is an attempt to capture the spirit of the afternoon tribute as expressed through remarks made by colleagues and readings of letters sent by those unable to attend. The wide range of individuals represented here attests to the many additive ways in which Jim has cared about the field of community psychology and has contributed to its essence. Three additional invited contributions are included wherein Dick Reppucci, Rhona Weinstein, and Julian Rappaport reflect on the influence of Jim on their own career and on the development of the field.

No abstract