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  • 32 - Transition from School to Work within a Theory-based Problem-Solving Framework

  • from Part VI - Family Connections and Life Transitions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 553-576

  • Summary

    School-based transition planning is legally mandated for all students with disabilities. Much of the existing school psychology literature discusses procedures to construct a transition plan, with little attention given to evaluating the effectiveness of the plan. In this chapter, we argue that school-to-work transition planning should occur within a problem-solving framework as it is rare that a transition plan will be entirely successful as originally written. As such, transition-planning steps should include (a) identification of transition-plan goals, (b) analysis of transition needs and strengths, (c) transition-plan implementation and monitoring, and (d) transition-plan evaluation and adjustment. We also extend the school psychology literature by applying the person–environment–occupation (PEO) model (Law et al., 1996) to transition problem solving. Implications for the roles of school psychologists engaged in transition planning are discussed throughout.