FREE DOWNLOAD-POSTER with CHECKLIST [Student Coping]

 

Hello teachers, parents, and advocates,

Parents and teachers are heroes doing their best to provide youth of all ages online schooling. However, this can be especially difficult when we see the emotional losses a student shows. We validate a young person’s sadness as they miss peers at school, lost of important events such as, graduation, or postponed enrichment activities, i.e., music lessons or athletic sports.

No child and their family should have to live through the COVID-19 pandemic. It isn’t fair.  COVID-19 is with us and we must face it.

Yet, what if we look at the COVID-19 situation through the lens of an opportunity. I know this sounds impossible, but please hear me out. Youth can use this time to get to know themselves better, learn new things at their own pace, explore exciting topics with curiosity and creativity. They can learn to give themselves permission to initiate self-care and to do their best. The goal is to increase their focus and attention on tasks or interests while decreasing anxiety and worry.

Even as we create opportunities for youth at home, we will have set backs and fail many times over. Unfortunately, there isn’t a model for widespread nontraditional teaching. To move through it, we must believe there is a light at the end of the tunnel and we must believe we will all come out better when COVID-19 crises is resolved.

I have an adult son with autism who has made much progress throughout the years to take part in the community, have employment, and live in his own house with supports. Currently, most of his daily and weekly routines with support persons are on hold for now, which has thrown him off balance. Yet,  I am grateful he has his art. Painting in his studio is a life-saver for him. I don’t know what he would do without it. It grounds him and gives him something to look forward to these days.

My hope is that many years from now our children will share with their children and grandchildren how they survived the global COVID-19 pandemic. What will youth say to their  grandchildren when they are asked what it was like to live in the global pandemic? I don’t know of course, but I think they will remember the strengths they drew upon to persevere.

When I think about the beginning of each day, I start it with: “What positive memories can I create for my work, my family and myself?” Focusing on just one day at a time, I believe we will get through this with perseverance. And perhaps the young generation will be the heroes ready to serve brilliantly in our future world.

I created a  POSTER WITH A STUDENT CHECKLIST (6 pages) to use in Distance Learning or at home with youth or the young adult.

DOWNLOAD FREE- POSTER AND CHECKLIST

Product Description:

FREE POSTER AND FREE CHECKLIST: 16 Ways to Cope, Learn, and Create your Day. This poster and checklist is designed to give youth a ‘perspective’ ‘next step supports’ and ‘self-empowerment’ to find their ‘voice’ and ‘choice’ over what they can do to cope, manage, and grow.

DOWNLOAD FREE- POSTER AND CHECKLIST

To see additional resources for Distance Learning, go to:

‘Youth Rescue’ Teachers Pay Teachers’ Store

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

Thank you for reading my blog

LINKED IN

FACEBOOK

TWITTER

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment. Rather, it is the personally matched opportunities and experiences with personal/social awareness preparation that enables adaptation and self-advocacy. With high youth unemployment, we all suffer. Very few educators, counselors, and employment professionals understand why or how to prevent the high youth unemployment rate.

 

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

[COVID-19] 18 IDEAS TO HELP YOUTH CHANGE WHAT THEY CAN | Social Emotional Learning | Dr. Jackie M. Marquette

“I’m bored.” “I want to see my friends.”“How much longer is this virus going to last?”

These are some of the comments I hear from my friends who have teenagers at home. Some kids young and older are taking it hard as they are isolated from their peers.

Other teens and young adults face the COVID-19 crises with multiple challenges, such as, worried about an elderly family member who contracted COVID-19, parents working at home, or a parent’s job loss. Parents struggle to keep young children and/or young adults (on the autism spectrum or with disabilities) active and engaged at home. Families have never confronted challenging times like these.

I believe we can all get through this pandemic together and become more resilient and prepared to seek new experiences and live life to its fullest when the virus diminishes.

There is a quote that has helped me learn, practice, and support my adult son with autism. “Our strength grows out of our weakness.” by Ralph Waldo Emerson.

 18 ideas parents and teachers: Helping youth find strength during COVID-19 adversity.

1. Let youth know that even with a weakness or a challenge such as, living with adversity during difficult times, they can get through it all and get stronger. Yes it isn’t fair. But it is this generation’s call to duty. We all have to do it because it is our time. We know powerful real life stories of people from the past overcoming challenges or adversities. And we can overcome this as well.

2. Help the teen or young adult see that it is OKAY to have weaknesses. What’s more, help the teen or young adult accept their weaknesses such as, having a learning disability. Show our youth who have disabilities that many have become artists, entertainers, and mathematicians. We all have weaknesses and with them we can gain strength.

3. Help teens leverage a weakness. For example, a disorganization weakness can limit a student in starting or completing class assignments. Yet a student can recognize how to improve upon a weakness by putting into place a creative routine for online schoolingsuccess.

4. Encourage teens to find relief and comfort by seeking out teachers and parents to listen to their concerns or worries.

5. Recognize and validate to a young person the worries and anxiety they feel.

6. Help youth see and name small daily acts of courage that shape coping or help getting them get through one day at a time. For example, something as simple as getting away from the TV and doing self-care by walking their Golden Retriever for a daily walk around the neighborhood is an act of courage.

7. Help youth see how important it is to give themselves permission to initiate various ways of self-care such as, spending some needed time in a room away from family members, resting while listening to music, exercising, eating healthy snacks, all of which are actions of self-compassion.

8. Encourage youth to connect and keep in touch with others via electronic devices: grandparents, family members, and friends.

9. Encourage youth to create a visual routine of activities. Help them see that the routine can give meaning to their day which can also ground their day or week like a boat anchor.

10. Suggest that a teen might create a personalized artsy or crafty checklist of their routine. When youth create through drawings, pictures, a diagram, or a video, it can be fun.

11. Encourage youth to create daily or weekly goals. Suggest that h-she start with this question: “What would I have to have in place to feel better, to start, and stay with my (fill the goal in this blank).

12. Let youth know that during highly stressed times, it is OKAY to initiate just a few tasks. This is HUGE because this may be the best that the teen can do in one day, given the emotional stress h-she is feeling.

13. Teach teens to not be hard on themselves and to accept h-her weaknesses and adversity. Accepting is the first step in getting through. Help youth see what they are going through isn’t their fault and most importantly, isn’t permanent. The teen or young adult can be part of changing their daily life on their way to the new normal part of life in the future.

14. Help youth become more aware of the things they focus their attention upon and the emotions that unfold from that attention. For example: the act of worry and anxiety brings low energy which may result in listless activity, such as, staying in bed most of the day. In contrast, the teen can initiate the act of bike riding or skateboarding which delivers good feelings and increased energy from being in the sunshine and open air.

15. Help youth see the value of their goodness to other people when they focus their attention on (some examples): playing a board game with family (leisure), unloading the dishwasher (helping out the family), chatting with friends about collaborative online assignments, or just sitting on a porch swing to practice deep breathing (mindfulness).

16. Do express to the teen when you notice simple actions of h-her contribution, however so small in: self-care, planning, contributing to others, or completing tasks. This will reflect back that h-her efforts are working on their own behalf.

17. Support youth to self-advocate and to choose a person they trust to voice a need or concern.

18. Most importantly, you the parent/teacher do these things to emotionally balance yourself, walk the walk, talk the talk to what you teach. You are an example to the teen or young adult.

I believe youth can get through this difficult time, become resilient, and become more prepared to live life to its fullest.

End note: These suggestions can be adapted to all, young children and teensand young adults with Autism Spectrum and disabilities.

[Distance Learning] If you could give students entertaining and engaging activities to learn more about themselves in order to make emotional adaptations, wouldn’t you want them to have the resources? There are numerous resources on:

Jackie’s Store on Teacher Pay Teachers

Made for Google Drive, Google Slides

CCSSCCA.R.1

PDF CCSSCCA.R.1

For more resources students will enjoy learning at home.

Jackie’s Store on Teacher Pay Teachers

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

What Gets Between Youth and Their Goals

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment because of limited opportunities and experiences to prepare for personal/social awareness to self-advocate. Very few educators, counselors, and employment professionals understand why or how to prevent the high unemployment rate among youth.

LINKED IN

FACEBOOK

TWITTER

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the  founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

[COVID-19] Seven Empowering Actions We Can Give Teens

Hello Everybody

With the Stay at Home Order Youth need:

-a structure to do school work, exercise, leisure, and task(s) to contribute to the household.

-validation for any or all low emotions they feel: anxiety, anger, powerlessness.

-a game plan to recognize and name the full range of emotions they experience.

-an approach to feel and recognize the energy levels tied to activities/tasks.

-a plan to avoid letting low emotions take over and to know the steps to gain control.

-tools that will allow them to gain perspective over their emotions and have the emotions they want. [reframing]

-a process to see options and make daily decisions on their own behalf.

Many youth don’t know this question to ask: “How do I live in a world that is so different from what I knew before?” Youth need reassurance from us giving them hope for a good life and to believe in their own power to adapt to a world they are living in now.

The sooner youth have a grasp of their own power, the sooner they can shape their daily life and their goals. Here is my resource.

COVID-19 TEEN EMPOWERMENT [SEL]

To see additional resources for Distance Learning, go to:

‘Youth Rescue’ Teachers Pay Teachers’ Store

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

Thank you for reading my blog

LINKED IN

FACEBOOK

TWITTER

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment. Rather, it is the personally matched opportunities and experiences with personal/social awareness preparation that enables adaptation and self-advocacy. With high youth unemployment, we all suffer. Very few educators, counselors, and employment professionals understand why or how to prevent the high youth unemployment rate.

 

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

 

 

[FREE] Teen and Young Adult Bucket List: COVID-19

Hello Everyone,

Do you have a teen or young adult at home? Or do you have middle or high school students you are teaching online? They may be struggling with the COVID-19 crisis and having physical or emotional symptoms.

It becomes easy for teens to spend time glued to screens, playing video games and/or reading online about the disheartening behaviors of others. Fear is being spread everywhere across the media. If we allow it, any of us, including youth could sink into a deep despair. Or we could allow it to bring out the best in all of us during this historical time of COVID-19 crisis.

Here is a checklist to consider.

Does Your Teen Show any of These Signs?

____sleeping all day, staying up all night.
____shutting down, not talking to family members.
____eating unhealthy snacks
____staying closed up in the bedroom.
____taking in too much negative information.
____feeling “keyed up”
____feeling on edge
____irritability
____difficulty concentrating
____restlessness
____unexplained outbursts
____frequent headaches, including migraines
____digestive Problems
____excessive fatigue

These symptoms may be harmful to one’s physical and emotional health. Here are some approaches you can promote to either shape the rhythm of the day or restore physical or emotional health.

Be Proactive

1. Set Clear Expectations

This helps youth build a routine with rhythm to their day. Pay attention to the energy level that the activity provides.

2. Make time for exercise or movement (high physical energy)

3. Set aside time for reading or studying

(low physical energy), but mentally and emotionally taking in information

4. Structure time for creating,

(high inspirational or fun energy) such as, playing an instrument, writing a story, or doing artwork.

5) Spend time for leisure

(medium fun energy), spending quality time with family members playing cards or board games,

6) Offer time to contribute

(medium energy) seeing value to help the entire household, such as, washing dishes, taking part in making dinner, or mowing the lawn.

7) Allow Your Teen to Worry- avoid telling your teen to not worry.

Give your teen time with you each day to vent worries and brainstorm solutions together.

8) Practice Reframing

Set time aside to practice positive reframing to promote and empower your teen to act upon h-her anxious thoughts.

9) Empathize Often

Send the message to the teen h-she is being validated for their emotions and they are not alone.

These are just a few ideas. Think of your own and share your comments and ideas with me and others.

For more ideas, download:

Teen Bucket List – PDF2

To see additional resources for Distance Learning, go to:

‘Youth Rescue’ Teachers Pay Teachers’ Store

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

Thank you for reading my blog

LINKED IN

FACEBOOK

TWITTER

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment. Rather, it is the personally matched opportunities and experiences with personal/social awareness preparation that enables adaptation and self-advocacy. With high youth unemployment, we all suffer. Very few educators, counselors, and employment professionals understand why or how to prevent the high youth unemployment rate.

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

 

 

 

What Youth Need In Job Readiness For Job Effectiveness: Autism and Social and Emotional Challenges

What Makes up Job Readiness?

Do you wonder why youth with autism or developmental disabilities often fail to make transitions to a job or higher education? Professionals have prepared youth with life skill practice and career exploration tasks yet, far too many young adults continue to lose their jobs or drop out of college. Added to these outcomes are youth who were turned down entry into a job development program because their needs appeared to be too great. This is a disadvantage because often these young adults when employed in the right job match with the right supports make good employees. Many young adults with autism struggle with verbal communication and social and emotional challenges. Yet, what is required is our deeper understanding of how subtle personal supports, self-awareness development, and self-advocacy practice can enable employees with autism to get hired and maintain their jobs with both managerial and employee satisfaction.

We can be grateful for the bright spots, that is, the companies and small businesses that have successfully hired youth with autism. Yet, we have more work to do. For decades there has been an underemployment of youth with autism, thus, we have not adequately served this group.

The possibilities to this crises can be seen as an analogy to a two-sided coin. One side of the coin represents a company’s progressive leadership placing value on subtle supports and innovative employment management. The other side of the coin represents students’ development of deeper learning into recognizing personal strengths, self-awareness development, and self-advocacy practice for on-the-job adaptation. Although company leadership is a significant topic, this article focuses on the latter of the two.

I introduce to you five career development actions that are missing in current work readiness programs, in which youth need preparation:

First, youth greatly benefit in discovering who they are, their interests, and capabilities. To prepare youth, current work-readiness programs focus on life skill practice and experience working on different jobs. There are many domains for life-skills, but under the domain of employment, one example is learning to take the bus to work. Learning life skills and working in job tryouts are necessary. Yet, emphasizing only life skills and only job tryouts are ’simply’ not enough to prepare youth for on-the-job capabilities.

Imagine a new employee on a job and not prepared to know the ‘next steps’ to take when unpredictable things happen. For example, Sarah, an employee with autism was working on a task with Sue, a coworker. Sue later walked away and left Sarah with the majority of the task to be completed by the end of the shift. Sue reminded Sarah she had better finish the rest of the task or she would be in trouble with the boss. Sarah with much anxiety rushed through the task and made many mistakes. The next day, Bob the manager asked Sarah about the unfinished sloppy task. When Sarah didn’t look at him and stood nervously not responding, Bob asked her to look at him. Sarah was unable to explain because of her anxiety and inability to give eye contact.

Consider Phillip, an employee with high functioning autism was unaware that the boss made a sudden temporary change to his regular routine. The manager or team leader forgot to inform him. With the lack of materials and no managers available, Phillip decided to walk the perimeter of the building to fill in his time. The next day Phillip was reprimanded by his boss and warned about leaving the building when he was supposed to be working in an area with another team. Within all the uncertainty, Phillip’s high anxiety caused an inability to explain his view or to self-advocate.

These are actual examples of employees with autism and on-the-job experiences. With all their on-the-task capabilities, they ‘fell down’ with abrupt workplace changes, managerial misunderstanding, coworker limitations, and bullying. Sarah and Phillip were not prepared to handle unpredictable situations, they lacked self-awareness and self-advocacy development to take proper ‘next steps’ that could land them into a favorable outcome.

Imagine a student perusing a smorgasbord of scenarios that highlights strengths from four categories. In participation, the student gains self-awareness about noticing personal strengths to relate to. These are assets a student may or may not have ever acknowledged within h-herself. Gaining knowledge about one or more of h-her strengths is powerful.

Second, when youth see from a career list a real job option that resonates with them, they get curious or interested. Furthermore, when students see possibilities of how their strengths can be applied to a career or job, they feel a connection. Finding a career interest is powerful. 

Third, when students get familiar with their strengths and practice in job tryouts or other experiences, they get acquainted to practicing a new task in a safe space. Thus, when students truly know their personal assets, they are more likely to feel content, safe, and ready to pursue with interest a career development program. Feelings of contentment and safety is powerful.

Fourth, youth benefit in learning how to use adaptation tools to enhance on-the-job performance. With these tools, the student can practice what to do when set backs or obstacles get in the way of job performance. These tools can relieve the student’s anxiety in order to self-manage an uneasy task, setting, or event. Adaptation tools can create feelings of safety. With tools, students gain courage that help them create clarity and diminish anxiety. Having clarity is powerful.

Fifth, youth rely on meaningful self-awareness practice for workplace adaptation. Underlying the concept ‘meaningful’ are a student’s emotions of safety and capability. When daily life brings abrupt circumstances that demand their attention, many youth experience emotions of uncertainty, frustration, and anxiety. When self-awareness development is part of the pre-planning phases of career readiness, the young adult practices: decision-making to become more effective in the moment and on the job. Self-awareness is a necessary action to take a ‘next step’ that lead to favorable outcomes.

When self-awareness development is not part of the work readiness program, harmful outcomes may unfold, such as the examples given of Phillip and Sarah. Being effective in the workplace boils down to these four:

  1. feeling capable,
  2. feeling emotionally safe, and
  3. feeling satisfied about job/career tasks, and
  4. understanding when to self-advocate, even if reaching out to another person for help. Moving through uncertainty to take part on one’s own behalf requires courage and can be self-empowering to student. Self-empowerment is powerful. 

In summary, these five practices make up a student readiness program that extends beyond life skills and job tryouts. These practices come from S.A.F.E.T.Y. Works©. Using best practices from psychology and disability literature and 15 years of my own qualitative research, I codified this system, S.A.F.E.T.Y. Works© (SW).

SW includes personal strength knowledge, self-awareness development, adaptation tools, development of self-advocacy for on-the-job capability.

Do you want to learn more?

Take this professional development training:

How to Engage Youth to Discover Dream Careers and Emotionally Adapt

Accredited by The Commission on Rehabilitation Counselor Certification, CRCC.

Professionals receive 6 CEUs for online self-study 5 CEU’s for face-to-face workshop training.

To see curriculum and objectives for both: the self-study and face-to-face workshop go to: http://bit.ly/2m2HZFY

To receive a $50.00 discount for each learner self-study contact me, drjackie@marquettestrengthsindex.com

To receive a workshop training, contact me, drjackie@marquettestrengthsindex.com

S.A.F.E.T.Y. Works

Jackie M. Marquette, PhD. Leadership Autism Employment Coach | Founder of The Autism Transition Career Academy CRCC Accredited Training Program | Speaker & Trainer | Author

S.A.F.E.T.Y. Work(s) DBA Marquette Index, LLC. https://www.drjackiemarquette.com 502 417-6063

LINKEDIN: https://www.linkedin.com/in/jackiemarquettephd/

FACEBOOK: https://www.facebook.com/drJackiemarquette1/

TWITTER: https://twitter.com/JacqueMarquette

WEBSITE: https://www.drjackiemarquette.com GET FREE STUFF and updates by Jackie https://www.drjackiemarquette.com

Resources: Self-study and face-to-face workshop: http://bit.ly/2m2HZFY The Strengths and Career Index: bit.ly/2mTCTNg Power Practices https://amzn.to/2rcoKwl

Dr. Jackie Marquette has observed and discovered that youth with Autism Spectrum Disorders can rise to employment, apply outstanding talents, and enjoy everyday capabilities. Yet, when youth are not given opportunities to practice self-awareness and daily self-advocacy, their emotional adaptation fails to develop. When this happens very few understand how to prepare, support, and maintain youth with autism for the workplace.

Dr. Jackie Marquette has been endorsed by highly recognized colleagues for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As a founder and CEO of S.A.F.E.T.Y. Works© DBA Marquette Index, LLC. Her S.A.F.E.T.Y. Works program is engineered to be a catalyst for leaders who want to enhance their performance and make a meaningful difference in their schools, companies, and the lives of persons with autism and their families.