The impact of vocational training on transition-aged adults
| Published date | 05 November 2018 |
| Pages | 307-317 |
| Date | 05 November 2018 |
| DOI | https://doi.org/10.1108/JMHTEP-01-2018-0002 |
| Author | Radames Carlo Jr,Rocky J. Dwyer |
| Subject Matter | Health & social care,Mental health,Mental health education |
The impact of vocational training on
transition-aged adults
Radames Carlo Jr and Rocky J. Dwyer
Abstract
Purpose –The purpose of this paper is to examine the difference in attaining and maintaining employment
between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and
not completing vocational training.
Design/methodology/approach –A quantitative causal-comparative research design using existing data
extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license
issued by the National Center Special Education Research, Institution of Education Sciences, US Department
of Education. One-way ANCOVA and multiple regression analysis with one independent variable and
six control variables were used for the study.
Findings –The results showed there is a significant difference in employment status between transition age
youth with EBDs completing vocational training as compared to non-completion of vocational training,
controlling for gender, race, age, mental health services, academic achievement and prior work experience.
Individuals who completed vocational training are more likely employed after two years, than those who had
not completed vocational training.
Originality/value –The outcomes of the study showed that vocational training during the transitional period
had a positive impact on outcomes such as employment status, participation in job skills programs and
perceived preparedness for employment. These findings support the idea that vocational training during
the secondary school period is an effective way to scaffold support for the transitional period. As a result,
these findings justify the use of vocational training as part of the transitional preparation for students with
emotional and behavioral disorders.
Keywords Vocational training, Vocational education, Youth employment, Transition age youth,
Transition theory, Emotional and behavioral disorders
Paper type Research paper
Introduction
As the current labormarket in the USA has an increasing need for specializedworkforce trainingas
it relates to technology, unique work skill sets that demand higher levels of knowledge and
mastery, vocational instruction is changing to accommodate these needs (National High School
Center, 2011; Olsen, 2010). Notably, the Carl D. Perkins Career and Technical Education Act of
2006 have placed further mandates on secondary schools regarding the preparation ofstudents
for the workforce (Friedel, 2011). This act has mandated public schools increase programs and
programmatic rigor with respect to vocational/career and technical education (CTE) initiatives to
prepare students for the twenty-first century workforce (Council for Exceptional Children, 2011;
Friedel, 2011). Prior to theCarl D. Perkins Act of 2006, federal legislation such as Section 504 of
the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act of 1993, and the
Americans with Disabilities Act (Russo and Osborne, 2008) contained provisions related to
preparationfor employment for individuals withdisabilities. Consequently,the provision of effective
work-based skills programs that enable youth to best transition from school to work remains a
challenge for many youth with emotional and behavioral disorders whom often due to lack of
funding, trained instructors and uniform curricula that integrate academic and career skill building
(Olsen, 2010). Complicating this issue is the lack of empirical evidence relating to the success of
vocational training programs of youth with vocational training (Carter et al., 2011). Received 18 January 2018
Accepted 25 September 2018
Radames Carlo Jr is based at
the School of Allied Health,
Monroe College, Bronx,
New York, USA.
Rocky J. Dwyer is based at the
College of Management and
Technology, Walden University,
Ottawa, Canada.
DOI 10.1108/JMHTEP-01-2018-0002 VOL. 13 NO. 6 2018, pp. 307-317, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
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