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Participants reporting mental health concerns showed a slower rise in self-determination during follow-up, while the intervention group gained significantly more self-determination than controls, indicating a modifiable barrier.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nCareer Development and Transition for Exceptional Individuals  \n2022, Vol. 45(3) 143–153  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434211067769](DOI: 10.1177/21651434211067769)[ ](DOI: 10.1177/21651434211067769)[cdtei.sagepub.com](cdtei.sagepub.com)  \nEmily D. Walden, PhD 1, Atika Khurana, PhD 1, Leslie D. Leve, PhD 1, and Lauren E. Lindstrom, PhD2  \nAbstract  \nFemale adolescents with disabilities are at an increased risk for mental health concerns, which can negatively impact their self-determination, making transition to postschool opportunities difficult. We analyzed two waves of survey data from 366 female adolescents with disabilities, recruited from 26 U.S. public high schools, as part of a randomized controlled trial of a career development intervention. Participants with mental health concerns evidenced a slower increase in selfdetermination over the follow-up period than those without such concerns. Individuals assigned to the intervention condition experienced significant gains in self-determination compared with the control. Findings suggest that mental health concerns can operate as a barrier to growth in self-determination skills among this population, though targeted interventions can help in boosting these skills.  \nKeywords  \nhigh school, disability groups, group experimental, research methodolgy, self-determination, transition, mental health  \nMental health concerns among adolescents are a serious public health issue. Compared with previous cohorts, the current generation of adolescents has significantly higher rates of mental health concerns, including greater psychological distress, anxiety, depression, and suicidal behaviors (Mojtabai, Olfson, et al., 2016; Twenge et al., 2019) . National surveillance data from 2017 indicate that 17.2% of U.S. high school students seriously considered attempting suicide in the past year—the rates being almost double among females (22.1%) compared with males (11.9%)(Kann et al., 2018) . Youth with disabilities, who comprise 14% of U.S. public high school students (National Center for Education Statistics [NCES], Institute of Education Sciences, U.S. Department of Education, 2020), have an even higher prevalence of mental health concerns (Moses, 2018) . In a meta-analysis including 51 studies with schoolage children, Nelson and Harwood (2011) found that students with learning disabilities had higher mean levels of anxiety, effect size (d) = 0.61, compared with students without learning disabilities. In another study of individuals ages 6 to 18 years with autism spectrum disorder (ASD), almost half of the participants were at borderline or clinical levels of anxiety and depression regardless of their age, intelligence quotient (IQ), orASD symptoms (Strang et al., 2012) . These findings are corroborated by teacher reports of high prevalence of mental health concerns among students with  \ndisabilities, which are typically not addressed through an Individualized Education Program (IEP) and typical transition planning services, thus highlighting a critical need to better understand and address the barriers posed by mental health concerns for youth with disabilities (Poppen et al., 2016) .  \nMental health concerns can interfere with successful postsecondary transition for youth with and without disabilities (Mojtabai, Stuart, et al., 2016) . This is especially true in the case of female adolescents with disabilities, who are uniquely disadvantaged given the higher rates of mental health concerns (Gotham et al., 2015) and gender discrimination (Lindstrom et al., 2012) compared with their male peers with disabilities. Given the unique challenges experienced by female adolescents with disabilities, it is important to examine the effects of men","cbCailKu5njbaUso","https://ap.wps.com/l/cbCailKu5njbaUso","pdf",514864,11,"English","# Abstract\n# Mental Health Concerns and Public Health Context\n# Career and College Readiness During Postsecondary Transition\n# Self-Determination","[{\"question\":\"How do mental health concerns affect self-determination among female adolescents with disabilities?\",\"answer\":\"Mental health concerns are linked to a slower increase in self-determination over the follow-up period compared with those without such concerns.\"},{\"question\":\"What impact did the career development intervention have on self-determination?\",\"answer\":\"Participants assigned to the intervention showed significant gains in self-determination compared with the control group.\"},{\"question\":\"Why is self-determination important for postsecondary success in this population?\",\"answer\":\"Self-determination supports agency and goal-directed action and predicts postsecondary success among youth with disabilities, including readiness for education or career expectations.\"}]","Mental Health of Female Adolescents With Disabilities - Considerations for Career Development | PDF",1792086690,28]