"Who I am and what I want": Adolescents self-definition and struggles

Exceptional Children

Volumn 67, Issue 3, 2001, Pages 375-389

  Whitney Thomas, Jean ^a   Moloney, Mairead ^b  

^a UNIVERSITY OF MASSACHUSETTS BOSTON   (United States)

^b BOSTON CHILDREN S HOSPITAL   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040028584     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290106700306     Document Type: Article

References (42)

1. Astor, R. A., Meyer, H. A., & Behre, W. J. (1999). Unowned places and times: Maps and interviews about violence in high schools. American Educational Research Journal, 36(1), 3-42.
2. Bender, W. N., Rosenkrans, C. B., & Crane, M. K. (1999). Stress, depression, and suicide among students with learning disabilities: Assessing the risk. Learning Disability Quarterly, 22, 143-156.
3. Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. (2nd ed.) Boston: Allyn and Bacon.*
4. Brodsky, A. E. (1999). "Making it": The components and process of resilience among urban, African-American single mothers. American Journal of Orthopsychiatry, 69, 148-160.
5. Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspective in theory and practice. Educational Researcher, 28(2), 4-15.
6. Compas, B. E., Hinden, B. R., & Gerhardt, C.A. (1995). Adolescent development: Pathways and processes of risk and resilience. Annual Review of Psychology, 46, 265-293.
7. Ferguson, P. M., Ferguson, D. L., & Jones, D. (1988). Generations of hope: Parental perspectives on the transitions of their children with severe retardation from school to adult life. The Journal of the Association for Persons with Severe Handicaps, 13, 177-187.
8. Gauld, J. W. (1999, May 9). Littleton tragedy should provoke closer look at schools. The Boston Globe, p. F6.
9. Gauvain, M., & Huard, R. D. (1998). Future talk: The role of the family in the development of competence at planning. In A. Colby, J. James, & D. Hart (Eds.), Competence and character through life (pp. 31-55). Chicago: University of Chicago Press.*
10. Geisthardt, C., & Munsch, J. (1996). Coping with school stress: A comparison of adolescents with and without learning disabilities. Journal of Learning Disabilities, 29, 287-296.
11. Greenberger, E., Chuansheng, C., & Beam, M. R. (1998). The role of "very important" nonparental adults in adolescent development. Journal of Youth and Adolescence, 27, 321-343.
12. Hanley-Maxwell, C., Whitney-Thomas, J., & Pogoloff, S. M. (1995). The second shock: A qualitative study of parents' perspectives and needs during their child's transition from school to adult life. Journal of the Association for Persons with Severe Handicaps, 20, 3-15.
13. Heal, L. W., Khoju, M., Rusch, F., & Harnish, D. L. (1999). Predicting quality of life of students who have left special education high school programs. American Journal on Mental Retardation, 104, 305-319.
14. Heilman, E. E. (1998). The struggle for self: Power and identity in adolescent girls. Youth and Society, 30, 182-208.
15. Heiman, T., & Margalit, M. (1998). Loneliness, depression, and social skills among students with mild mental retardation in different educational settings. The Journal of Special Education, 32, 154-163.
16. Horn, L., & Berktold, J. (1999). Students with disabilities in post-secondary education: A profile of preparation, participation, and outcomes. Washington, DC: U.S. Department of Education, National Center for Educational Outcomes. (ERIC Document Reproduction Service No. ED 431 268)
17. Klaczynski, P. A., Fauth, J. M., & Swanger, A. (1998). Adolescent identity: Rational vs. experiential processing, formal operations, and critical thinking beliefs. Journal of Youth and Adolescence, 27(2), 185-207.
18. Klingman, A. (1998). Psychological education: Studying adolescents' interests from their own perspective. Adolescence, 33(130), 435-446.
19. Konicek, K. (1994, Summer). High school II: Film study guide. Ford Foundation Report. New York: Ford Foundation.*
20. Lehmann, J. P. (1998). Mothers' roles: A comparison between mothers of adolescents with severe disabilities and mothers of vocational students. Career Development for Exceptional Individuals, 21(2), 129-143.
21. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.*
22. Louis Harris & Associates. (1998). The 1998 National Organization on Disability/Harris survey of Americans with disabilities. New York: Author.*
23. Martin, J. E., Marshall, L. H., & Maxson, L. L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16(1), 53-61.
24. Massachusetts Department of Education (2000). School district profiles. Maiden, MA: Author. Retrieved July 10, 2000, from the World Wide Web: (http://www.doe.mass.edu/pic.www/pic.html)
25. Mithaug, D. E. (1996). The optimal prospects principle: A theoretical basis for rethinking instructional practices for self-determination. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 147-165). Baltimore: Paul H. Brookes.*
26. Nurmi, J.E., Poole, M.E., & Kalakoski, V. (1994). Age differences in adolescent future-oriented goals, concerns, and related temporal extension in different sociocultural contexts. Journal of Youth and Adolescence, 23, 471-487.
27. Pallas, A. M. (1993). Schooling in the course of human lives: The social context of education and the transition to adulthood in industrial society. Review of Educational Research, 63, 409-447.
28. QSR NUD*IST 4.0 [Computer software]. (1997). Victoria, Australia: Qualitative Solutions and Research Pty.
29. Rylance, B. J. (1998). Predictors of post-high school employment for youth identified as severely emotionally disturbed. The Journal of Special Education, 32, 184-192.
30. Schulzinger, R. (1998). Key transition issues for youth with disabilities and chronic health conditions. (An occasional policy brief of the Institute for Child Health Policy). Gainesville, FL: Institute for Child Health Policy.*
31. Shapland, C. (1999). Sexuality issues for youth with disabilities and chronic health conditions. (An occasional policy brief of the Institute for Child Health Policy). Gainesville, FL: Institute for Child Health Policy.*
32. Shumow, L., Vandell, D. L., & Posner, J. (1999). Risk and resilience in the urban neighborhood: Predictors of academic performance among low income elementary school children. Merrill-Palmer Quarterly, 45, 309-331.
33. Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press.*
34. Swanson, J., Swartz, M., Estroff, S., Borum, R., Wagner, R., & Hiday, V. (1998). Psychiatric impairment, social contact, and violent behavior: Evidence from a study of outpatient-committed persons with severe mental disorder. Social Psychiatry and Psychiatric Epidemiology, 33(1), 86-94.
35. Szymanski, E. M. (1994). Transition: Life-span and life-space considerations for empowerment. Exceptional Children, 60, 402-410.
36. Trad, P. V. (1993). The ability of adolescents to predict future outcome. Part I: Assessing predictive abilities. Adolescence, 28(111), 533-555.
37. U.S. Department of Commerce, Bureau of the Census (1995, October). Current Population Survey, [online]. Available: http://nces.ed.gov/pubs/dp95/97473-6.html
38. Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore: Paul H. Brookes.*
39. Wenz-Gross, M., & Siperstein, G. N. (1998). Students with learning problems at risk in middle school: Stress, social support, and adjustment. Exceptional Children, 65, 91-100.
40. Zahn-Waxler, C. (1996). Environment, biology and culture: Implications for adolescent development. Developmental Psychology, 32, 571-573.
41. Zaslow, M. J., & Takanishi, R. (1993). Priorities for research on adolescent development. American Psychologist, 48, 185-192.
42. Zedlin, S., & Price, L. (1995) Creating supportive communities for adolescent development: Challenges to scholars. Journal of Adolescent Research, 10(1), 6-14.