In this essay I attempt to map the dimensions of my own move away from a cybernetic-biologic analogy for "family-systems" therapy. Central to this shift has been social construction theory augmented by two other lenses: a second-order view, and a sensitivity to gender. These conceptual tools have helped me to distance myself from my previous therapeutic stance and to envision a very different model, one that is less strategic and instrumental, and more collaborative and unconcealed.

While in the first quarter of this century physicists and cosmologists were forced to revise the basic notions that govern the natural sciences, in the last quarter of this century biologists will force a revision of the basic notions that govern science itself.

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This postschool outcome study was conducted in collaboration with transition coordinators at four local education agencies to evaluate the utilization and effectiveness of their school district's secondary education programs and transition services. By means of a phone and record review survey, adapted from one developed by the Ohio systems change project for transition, data were collected on 140 randomly selected special education graduates who were one and three years post graduation. A logistic regression analysis showed that vocational education, work study participation, attending a rural school, and having a learning disability were the best predictors of full-time employment after graduation, whereas participation in regular academics and attending a suburban school setting were the best predictors of postsecondary education. The transition coordinators recorded the amount of time it took to complete the surveys for their graduates and participated in the evaluation of their data. It took longer for urban students and students who were further from graduation to complete the followup surveys.The Individuals with Disabilities Education Act (IDEA) initiated the requirement that public schools develop a transition plan for students with individual education programs (IEPs) aged 16 or older, or younger if appropriate [20 U.S.C. § 1414 (d) (1 ) (A) (vii) (III) ] . This mandate largely stemmed from research in the 1980s showing that young adults with disabilities were experiencing poor postschool integration, high dropout rates, high unemployment, low rates of postsecondary education, and lowquality independent living and community participation outcomes

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