Recognizing the complexity o f planning supported education programs, the authors outline an approach to making these programs a reality through a systematic process o f program planning, conceptualization, and initiation. Six planning steps are identified, the aim o f which is to promote interagency and intergroup collaboration in the formulation o f a supported education program that meets consumer needs within local community contexts. Five program initiation steps are then identified, all o f which contribute to early implementation o f the supported education initiative. Specific tasks and activities that program planners and stakeholders must accomplish in order to put the program plan into action are discussed. The authors conclude by discussing the implications o f supported education for psychosocial rehabilitation practice and service delivery.Higher education has emerged as a vital resource for people wishing to advance themselves in a postindustrial society (Reich, 1991). In fact, in contemporary America, the difference between a marginal lifestyle and one which promotes quality of life may, in substantial part, lie in the successful pursuit of not only formal degrees but in lifelong learning (Reich, 1991). Historically, people coping with mental illness have been at a distinct disadvantage when it comes to advancing themselves through postsecondary training or educational programs. The illness itself may emerge during the very years people in our society are most likely to pursue higher education, and resulting disabilities may require the individual to muster supports to participate in postsecondary education which are not ordinarily available in these settings (Moxley, Mowbray, & Brown, 1993). People with psychiatric disabilities and their families may be fearful of failure, stigma, and discrimination. Rehabilitation and mental health professionals may dismiss successful participation in postsecondary This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

The victimization that occurs when women have experienced sexual violence often disrupts their connection to community, producing feelings of helplessness and powerlessness. Traditional models of crisis intervention and self-help assist women in their exploration of the personal consequences of this victimization, facilitating a healing process. Women can move on through a developmental growth process leading to competence and empowerment. This paper presents a promotive service model for women to help them move through personal victimization to social competence and political empowerment.

This article describes the application of a developmental model in work with groups of homeless women in two shelters and delineates the types of homeless women and the stages through which the women go as they develop. The women's development occurs in the context of affiliation, attachment, and relationship and moves from an emphasis on self to a reconnection to the community.Women's development takes place in the context of affiliation, attachment, and relationship (Gilligan, 1982;Miller, 1976). The authors define feminist social work practice as activities that help women act effectively from a context of relationships and view competence and empowerment of the self as consequences of increased connections to others. Within this definition, they developed a feminist service model for work with women who have experienced violence and loss through sexual assault, which disrupted their connection to the community and produced feelings of helplessness and powerlessness (K. S. Brown & Ziefert, 1988). This model describes a developmental growth and healing process for women that moves from an emphasis on self to a reconnection to the community.In developing this service model, the authors were indebted to the framework developed by P. Brown (1981) in her discussions of women and competence. Brown extended the ecosystems perspective to exam-

Homeless families are alienated from friendship and service networks. The authors describe the skills necessary for outreach to homeless families in order to reconnect these families to various resources that will help their functioning and in their finding and maintaining permanent long-term housing.

This paper describes an applied research course that engages students in agency evaluation projects. This not only helps students develop research skills but also instills in them a positive perspective on the necessity for, and the process of, conducting research. The experience also provides opportunities for faculty service and scholarship.