Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

Kidd, Sean A.; Bajwa, Jaswant Kaur; McKenzie, Kwame; Ganguli, Rohan; Khamneh, Bahar Haji

doi:10.1155/2012/715176

Cited by 8 publications

(8 citation statements)

References 22 publications

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“…Recent efforts to integrate supported education into supported employment programs for individuals recovering from a first episode of psychosis have shown promising effects (Killackey, Jackson, & McGorry, 2008;Nuechterlein et al, 2008), but there is still a lack of evidence for the effects of these types of programs on helping people achieve important educational milestones and establish rewarding careers (Mueser & Cook, 2012). The addition of CE to supported education, as described in a recent pilot study (Kidd, Bajwa, McKenzie, Ganguli, & Khamneh, 2012), could result in a greater impact on educational outcomes and long-term employment in this population.…”

Section: Future Directions For Clinical Researchmentioning

confidence: 99%

Mental health system funding of cognitive enhancement interventions for schizophrenia: Summary and update of the New York Office of Mental Health expert panel and stakeholder meeting.

McGurk¹,

Mueser²,

Covell³

et al. 2013

Psychiatric Rehabilitation Journal

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These recommendations may serve as a starting point in developing standards for CE programs. Establishing evidence-based practice standards for implementing CE interventions for people with serious mental illnesses may facilitate dissemination of programs that have the greatest potential for improving individuals' functional outcomes while minimizing incremental costs associated with providing CE services. Important open questions include how the performance of CE programs should be monitored and which individuals might be expected to benefit from CE as evidenced by improved functioning in their everyday lives.

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Section: Future Directions For Clinical Researchmentioning

confidence: 99%

Mental health system funding of cognitive enhancement interventions for schizophrenia: Summary and update of the New York Office of Mental Health expert panel and stakeholder meeting.

McGurk¹,

Mueser²,

Covell³

et al. 2013

Psychiatric Rehabilitation Journal

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“…(McGurk et al, 2007;Sato et al, 2014). Other approaches have explored CR + Supported Education and shown similar findings (Kidd, Kaur Bajwa, McKenzie, Ganguli, & Khamneh, 2012;Kidd et al, 2014). Preand post-testing has repeatedly corroborated a moderate effect size of this adjunctive treatment, within a controlled environment.…”

Section: Introductionmentioning

confidence: 76%

What is the personal experience of jobseekers with severe mental illness undertaking a cognitive remediation program?

Contreras

Fossey

Castle

et al. 2016

Psychosocial Intervention

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Background: People with severe mental illness (SMI) can enhance their occupational outcomes by engaging with a comprehensive support team, which might include both cognitive and vocational support. To date, there have been no reports of the personal experience of individuals undertaking such interventions. Aims: This study aimed to explore the subjective experience of participating in cognitive remediation (CR), as an adjunctive treatment to illness-self management psycho-education for jobseekers (HOPE). Methods: Thirteen jobseekers with SMI, who had completed a CR program of 20 hours duration, in addition to a 20 hours of the HOPE program, responded to an individual semi-structured interview concerning their experience of the program. Data were analysed using content analysis. Results: Feedback was predominantly positive. Participants described CR as a beneficial experience in improving their intrinsic (e.g. self-efficacy, motivation), cognitive and social functioning. It also revealed aspects to be addressed. Conclusions: This study highlights the positive potential of this type of intervention, but also reveals the barriers that people with SMI may confront including the lack of CR availability and vocational/personal support. It is hoped that this study will assist in generating evidence on effective ways to improve the current CR approach.

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“…Many of the participants remarked on a personal development with a strong sense of self-knowledge and increased levels of self-reliance during their stay at Folk High School (cf. the aims associated with Supported Education [47][48][49][50][51][52][53][54]).…”

Section: Discussionmentioning

confidence: 99%

“…The ambition behind this method is to increase the self-knowledge of students/participants by focusing on informal-and social learning [49,50]. Previous research has shown that Supported Education can lead to increased self-knowledge and self-reliance and improved study results [51][52][53][54]. Despite the fact that not all educational courses which are aimed at people with high-functioning autism are given in accordance with the principles of Supported Education, it has been shown that they can have clear and distinct rehabilitationand habilitation effects [45,46].…”

Section: High-functioning Autismmentioning

confidence: 99%

Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism

Hugo

Hedegaard

2020

Disability and Rehabilitation

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Purpose: The purpose of this study is to provide a description of the learning environment at Folk High School for participants with high-functioning autism and to examine their learning experience at Folk High School. Methods: A qualitative interview study was conducted with 21 participants who were enrolled at Folk High School which had been adapted to suit young adults with high-functioning autism. The interviews were analysed by means of a thematic content analysis which resulted in the identification of 6 themes related to learning experiences at Folk High School. Results: The participants enjoyed themselves and felt secure at Folk High School. They felt that they and their academic endeavours were suitably recognised, acknowledged, and understood. They reported that the teaching was suitably adapted for them and they felt that they could succeed in their studies. A frequent report that they made concerned their experience of clear structures in the teaching process and its predictability. The participants stated that Folk High School has the ability to satisfy each participant's needs, which entailed lower levels of perceived stress than what they had experienced in their previous schooling. The participants experienced personal development during their time at Folk High School. Conclusions: Folk High School, and its special character, is able to successfully satisfy the needs of participants with high-functioning autism. Many of the participants, for the first time in their lives, experienced a sense of inclusion in an educational system and felt that they could succeed in their studies. However, there exists a risk that they become institutionalised, which entails that the participants function well primarily in Folk High School's safe and caring environment. ä IMPLICATIONS FOR REHABILITATIONA supportive environment including both formal and social learning is paramount for people with high-functioning autism. Individually adapted teaching that is structured and predictable improve the conditions under which they can focus on their studies and enjoy academic success. The teachers' relational competence and ability to show interest in each individual are crucial. Social-and special-pedagogic competencies need to co-exist so as to improve learning conditions. Internship/workplace training can provide an important social learning experience for participants, as they learn about themselves and others and as they develop their social competence. To practice living on one's own is a significant challenge, but it can create opportunities to learn about one's self and to develop a sense of responsibility and other social skills. ARTICLE HISTORY

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Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

Cited by 8 publications

References 22 publications

Mental health system funding of cognitive enhancement interventions for schizophrenia: Summary and update of the New York Office of Mental Health expert panel and stakeholder meeting.

Mental health system funding of cognitive enhancement interventions for schizophrenia: Summary and update of the New York Office of Mental Health expert panel and stakeholder meeting.

What is the personal experience of jobseekers with severe mental illness undertaking a cognitive remediation program?

Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism

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