Transition Groups for High School Students with Disabilities

McEachern, Adriana G.; Kenny, Maureen C.

doi:10.1080/01933920701227190

Cited by 11 publications

(9 citation statements)

References 6 publications

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“…It also involves setting goals and authoring one' s own behaviour. SWDs may have challenges in setting their own goals that they wish to pursue (McEachern & Kenny, 2007). The suggested activities can help students identify fears and challenges that they face, and discuss what strengths and supports they need to overcome them.…”

Section: Cultural Competencementioning

confidence: 99%

“…Psychoeducational material will be provided on legal rights of students, and on issues of disclosing disability. McEachern and Kenny (2007) emphasize that understanding legal rights is important for SWDs to self-advocate. Roessler et al (1998) provide suggestions on how to prepare SWDs to self-advocate by walking through the procedure of requesting accommodations in higher education.…”

Section: Cultural Competencementioning

confidence: 99%

“…Students with LDs face different challenges at postsecondary than while at high school, and often are not adequately prepared for this transition (McEachern & Kenny, 2007). There group was structured around themes for students with LDs to help them prepare for the transition to higher education.…”

Section: Disability and Group Therapymentioning

confidence: 99%

“…A transition group for students with LDs going into higher education or for students going into the work force was developed by McEachern and Kenny (2007).…”

Section: Disability and Group Therapymentioning

confidence: 99%

“…Other specific disability-related themes for groups include helping students with exam anxiety (Darner & Melendres, 2011) or social anxiety (Darner,Latimer,& Porter,201 0). There are also groups designed and implemented in high schools to support students with LDs in the transition to higher education (McEachern & Kenny, 2007;Milsom, Akos, & Thompson, 2004). Thus the current counselling groups at many institutions have focused on academic skill building, transitioning to higher education, or providing groups for specific types of disability populations such as those with anxiety symptoms.…”

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confidence: 99%

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Self-advocacy and self-determination for students with disabilties: an empowerment group

Barck¹

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The purpose of this project is to provide a facilitator manual for counsellors that lead psychoeducational support groups for Students With Disabilities (SWDs) in higher education. This project begins with background information regarding SWDs in higher education and rationale as to why a group focused on building self-advocacy skills and selfdetermination is a needed service for SWDs. A literature review on SWDs in higher education and the use of group therapy with SWDs in educational settings is provided, as well as a discussion of influential theories in the creation ofthe manual. An outline ofhow the project is structured is offered, which includes important information for creating the group and proposed topics. Finally, a facilitator manual for a psychoeducational empowerment group for SWDs is presented which outlines the procedures for implementing the group including suggested activities.ii Abstract

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Section: Cultural Competencementioning

confidence: 99%

Section: Cultural Competencementioning

confidence: 99%

Section: Disability and Group Therapymentioning

confidence: 99%

“…A transition group for students with LDs going into higher education or for students going into the work force was developed by McEachern and Kenny (2007).…”

Section: Disability and Group Therapymentioning

confidence: 99%

mentioning

confidence: 99%

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Self-advocacy and self-determination for students with disabilties: an empowerment group

Barck¹

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Group counseling in the schools

Pérusse¹,

Goodnough

Lee

2009

Psychology in the Schools

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Group counseling is an effective intervention when working in a school setting. In this article, the authors discuss the different kinds of groups offered in schools, types of group interventions, strategies to use in forming groups, and how to collaborate with others in the school. Because leading groups in schools is a specialized skill, the authors suggest that group leaders form collaborative relationships with others in the school, allot sufficient time for group counseling, advocate to change policies that might preclude groups in schools, and work with students and teachers to honor the time allotment dedicated to group counseling. © 2009 Wiley Periodicals, Inc.

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