Youth development and transition from school to Colledge.

The transition of neuro-diverse youth from school to apprenticeships.

These considerations include: 

 Social skills training: Social skills training programs can provide targeted instruction and practice in communication, problem-solving, and other interpersonal skills, and can be adapted to the unique needs of neuro-diverse youth. 

 Mentoring programs: Mentoring programs can pair neuro-diverse youth with experienced and supportive adult mentors who can provide guidance and emotional support as they navigate the challenges of the apprenticeship setting. 

 Universal Design for Learning (UDL): UDL principles can be used to design training materials, assessments, and support programs that provide multiple means of representation, expression, and engagement to support the diverse learning needs of neuro-diverse youth. 

Current Literature and Strategies: 

There is a growing body of literature and evidence-based strategies that can be used to support the transition of neuro-diverse youth from school to apprenticeships. Some of these strategies include: 

 Assistive technology: Assistive technology, such as speech recognition software and visual aids, can support the communication and learning needs of neuro-diverse youth in the workplace. 

 Executive functioning support: Executive functioning support, such as time management and organization skills training, can help neuro-diverse youth succeed in the apprenticeship setting. 

The transition of neuro-diverse youth from school to apprenticeships. These include: 

Social skills training: Social skills training programs can provide targeted instruction and practice in communication, problem-solving, and other interpersonal skills, and can be adapted to the unique needs of neuro-diverse youth. 

 Mentoring programs: Mentoring programs can pair neuro-diverse youth with experienced and supportive adult mentors who can provide guidance and emotional support as they navigate the challenges of the apprenticeship setting. 

 Universal Design for Learning (UDL): UDL principles can be used to design training materials, assessments, and support programs that provide multiple means of representation, expression, and engagement to support the diverse learning needs of neuro-diverse youth. 

Current Literature and Strategies: 

There is a growing body of literature and evidence-based strategies that can be used to support the transition of neuro-diverse youth from school to apprenticeships. Some of these strategies include: 

 Assistive technology: Assistive technology, such as speech recognition software and visual aids, can support the communication and learning needs of neuro-diverse youth in the workplace. 

 Executive functioning support: Executive functioning support, such as time management and organization skills training, can help neuro-diverse youth succeed in the apprenticeship setting. 

Self-advocacy training: Self-advocacy training can teach neuro-diverse youth how to communicate their needs and preferences in the workplace, and how to seek out and access the support they need to succeed. 

Strengths-based approaches: Strengths-based approaches emphasize the unique strengths and talents of neuro-diverse youth, and help them build on these strengths to achieve success in the apprenticeship setting. 

 Positive behavior support: Positive behavior support strategies can help neuro-diverse youth manage challenging behaviors and develop more positive and adaptive behaviors in the workplace. 

 Jerome Bruner was a prominent cognitive psychologist who emphasized the role of narrative and story in shaping how people make sense of the world. Bruner believed that humans are natural storytellers who use narrative to create meaning and interpret experiences. Similarly, Ritt's book emphasizes the importance of self-understanding as a key component of effective interpersonal relationships. By understanding one's own personality type and narrative, individuals can better communicate with others and build more meaningful relationships. 

Carl Rogers was a prominent humanistic psychologist who developed a client-centered approach to therapy that emphasized empathy, unconditional positive regard, and authenticity. Rogers believed that individuals have an innate drive to grow and develop, and that the therapeutic relationship should provide a supportive environment for that growth. Similarly, Ritt's book emphasizes the importance of empathy and authenticity in interpersonal relationships. By understanding the personality types of others and communicating in a way that is authentic and supportive, individuals can build stronger, more meaningful relationships. 

In particular, Ritt's book appears to draw heavily on the principles of the Myers-Briggs Type Indicator (MBTI), a personality assessment tool developed by Katharine Cook Briggs and her daughter Isabel Briggs Myers, which is based on the work of Swiss psychiatrist Carl Jung. The MBTI identifies four key dimensions of personality: Extraversion vs. Introversion, Sensing vs. Intuition, Thinking vs. Feeling, and Judging vs. Perceiving. Ritt's book likely explores these dimensions in greater detail and discusses how they can be used to improve interpersonal communication and relationships  

Conclusion: 

Supporting the transition of neuro-diverse youth from school to apprenticeships requires a multifaceted approach that takes into account their unique social and communication needs. Insights from Thomas C. Ritt's book "Understanding Yourself and Then Others" can provide a valuable foundation for building interpersonal skills and improving communication in the apprenticeship setting. However, it is also important to incorporate current literature and evidence-based strategies, such as social skills training, mentoring programs, and assistive technology, to provide targeted and individualized support that meets the diverse needs of neuro-diverse youth. By using these strategies and interventions, educators and employers can help neuro-diverse youth succeed in the workplace and reach their full potential. 

References: 

Cullen, C. (2018). Strategies for the Transition to Work for Young Adults With Autism Spectrum Disorder. Journal of Special Education Apprenticeship, 7(1), 1-11. 

 National Technical Assistance Center on Transition. (2018). Universal Design for Learning: A Guide for Transition. Retrieved from https://transitionta.org/system/files/universal-design-for-learning-a-guide-for-transition.pdf 

 Ritt, T. C. (1980). Understanding yourself and then others: A practical guide to more effective interpersonal relationships. People Concepts. 

 Wehman, P., & Brooke, V. (2017). Increasing the success of young adults with autism spectrum disorders in the workplace. Journal of Vocational Rehabilitation, 46(2), 135-144.