Social Interactions in the Workplace by Former Students Identified as having an Emotional Disturbance

by Franz, Lawrence C

This study examined the social interactions demonstrated in the workplace by adult individuals formerly identified as students with Emotional and Behavioral Disorders (EBD). This study asked participants to describe the social interactions they demonstrated while employed. They were also asked to describe how they maintained social interactions in order to sustain employment. Eight employed adult males ranging in ages from 20-26 participated in this study. Four of the participants were high school graduates and 4 had chosen to exit high school early. The participants were involved in several interviews and a focus group in order to provide information regarding their employment and the social interaction in which they engaged as employees. The participants also completed a Workplace Interpersonal Skills Inventory (WISI) indicating how they perceived their social interaction during employment. Fellow employees, supervisors, and others knowledgeable about the participants’ social interaction at work also completed the WISI. The participants were reluctant to engage in the interview process and required encouragement in order to offer their perspectives about their social interactions during employment. In general, graduates tended to be more productive in the interview process than did nongraduates. Graduates also suggested others who might participate in the study to corroborate their responses. However, one graduate and all nongraduates refused to suggest others and would rather quit the study than provide informants. The lack of informants nominated to complete the WISI made it only possible to make general descriptive observations regarding the WISI data. The participants’ interviews and the WISI indicated five major themes regarding their social interaction in the workplace: (a) challenge to gain employment, sustain employment, and be promoted to higher levels of employment, (b) graduates and nongraduates rated their workplace interactions more highly than did informants with nongraduates rating themselves highest, (c) graduates when compared to nongraduates indicated school had a slight positive impact on them as employees, (d) most participants noted extensive substance abuse as students but few indicated this behavior continued as adults, and (e) pivotal life events prompted 3 graduates and a nongraduate to make a distinct change in their employment/personal behavior.