Supported education: A clubhouse experience.

Dougherty, Stephen; Hastie, Clement; Bernard, John C.; Broadhurst, Susan; Marcus, Lloyd

doi:10.1037/h0095698

Cited by 24 publications

(10 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since it began in 1989, during the period immediately preceding their joining the club, although most (67%) had some work experience through the clubs transitional and supported employment programs during the year prior to returning to school. An outcome study following the first 18 months of the program found that program participants had retention rates similar to those expected from supported employment programs, with over a third (36.8%) remaining enrolled after 18 months of follow-up and most (74%) achieving some level of employment during the course of their school participation (Dougherty, 1992). While course loads were typically light, with most students taking two courses, academic achievement was impressive with a majority (62.%) of grades received B or higher.…”

Section: Methodsmentioning

confidence: 86%

“…The collective understanding of supported education has evolved with continued experience and the literature has now articulated a number of programmatic forms and a number of important outcomes. For example, supported education has been studied through a variety of program settings such as hospitals (Hoffmann & Mastrianni, 1992), a college campus (Housel & Hickey, 1930;Unger, 1990), a clubhouse program (Dougherty, 1992), and with various populations including young adults with histories of long term mental illness (Unger, 1991;Ryglewicz, 1987). Though limited in number, outcome studies have given important insight on the need for coordination and collaboration between mental health and educational provider systems ( Wolf & Dipietro, 1990) and identify baseline measures of outcome for educational and vocational achievement as well as personal development (Cook & Solomon, 1993;Dougherty, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…For example, supported education has been studied through a variety of program settings such as hospitals (Hoffmann & Mastrianni, 1992), a college campus (Housel & Hickey, 1930;Unger, 1990), a clubhouse program (Dougherty, 1992), and with various populations including young adults with histories of long term mental illness (Unger, 1991;Ryglewicz, 1987). Though limited in number, outcome studies have given important insight on the need for coordination and collaboration between mental health and educational provider systems ( Wolf & Dipietro, 1990) and identify baseline measures of outcome for educational and vocational achievement as well as personal development (Cook & Solomon, 1993;Dougherty, 1992). Though limited in numbers and scope, these studies have given impressive evidence that people with severe mental illness can succeed and even thrive in college level and post high school technical training programs.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Supported education: A qualitative study of the student experience.

Dougherty¹,

Campana²,

Kontos³

et al. 1996

Psychiatric Rehabilitation Journal

View full text Add to dashboard Cite

This study presents a qualitative exploration and analysis of the experience students had participating in college level, campus based educational programs with the assistance of a clubhouse based "mobile" supported education program. The study offers an analysis of responses to a structured interview schedule provided by 26 former and current students of the program during a series of focus groups at the clubhouse. The study presents findings regarding the dilemma faced by students who must choose discretion in disclosing information about their past psychiatric backgrounds, the nature of "support" in supported education, and the role of those who provide that support. The study concludes that students' perceptions of stigma on campus become a significant source of anxiety and concern. The fear of being labeled "mentally ill" by others persists on campus despite a very accepting and helpful attitude by students, teachers, and other campus support staff. In addition, the nature of support and the role of the support givers described by students suggest that the students' primary group relationships (e.g., friends, other students, other program members), are crucial aspects of their support both on and off campus.

show abstract

Section: Methodsmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Supported education: A qualitative study of the student experience.

Dougherty¹,

Campana²,

Kontos³

et al. 1996

Psychiatric Rehabilitation Journal

View full text Add to dashboard Cite

show abstract

“…A number of supported education programs have been developed across the country to increase the rate of entry in postsecondary educational settings for adults coping with serious mental illness (Dougherty, Hastie, Bernard, Broadhurst & Marcus, 1992;Hoffman & Mastrianni, 1993). The literature on supported education is primarily descriptive, providing information about various types of supported education programs and their implementation (Housel & Hickey, 1993;Pettella & Tarnoczy, 1996;Sullivan, Nicolettis, Danley, & MacDonald-Wilson, 1993).…”

Section: Access To Higher Education For Adults Coping With Serious Mementioning

confidence: 99%

Aspirations, Ability, and Support: Consumers’ Perceptions of Attending College

Stein

2005

Community Ment Health J

View full text Add to dashboard Cite

Research examines aspirations and plans for college, perceptions of social support and acceptance, and perceived intellectual and emotional capacity for college reported by 80 adults with coping with serious mental illness. The role of consumers' age, prior college experience, hospitalization history, and feelings of personal loss due to mental illness in accounting for their views about college is examined. In general, consumers expressed strong aspirations for college, provided a positive assessment of their intellectual abilities, and mixed feelings about their emotional capacity to attend college. Participants were generally very optimistic about the level of acceptance from faculty and students and support from family and friends if they were to attend college. Amount of personal loss expressed by consumers accounted for a significant amount of variance in their reported aspirations and perceived capacity for college beyond that of age, prior college experience, and number of recent psychiatric hospitalizations. Participants' perceptions of support and acceptance were not related to total number of reported hospitalizations, but were positively related to the number of hospitalizations reported in the past year.

show abstract

“…Transitional employment placements are typically part-time, linked to prior participation in Clubhouse day programs (the work-ordered day) and limited to a duration of 4-6 months, to enable other members to share the available opportunities. Clubhouses may also offer housing, social recreation, and supported education programs [159].…”

Section: Unique Principles Of Transitional Employmentmentioning

confidence: 99%

The employment of people with mental illness

Waghorn

Lloyd

2005

Australian e-Journal for the Advancement of Mental Health

View full text Add to dashboard Cite

People with a mental illness are among the most socially and economically marginalised members of the community. They experience high levels of unemployment and nonparticipation in the labour force. Unemployment has a number of negative effects including the loss of purpose, structure, roles and status and a sense of identity which employment brings. Employment enables social inclusion in the wider community and is an important way that people with a mental illness can meaningfully participate in the wider community. Australia has a mental health strategy, which guides the ongoing reform of mental health services. However, specific strategies to address the social and economic marginalisation of people with a mental illness have not been addressed. A recovery-oriented approach is recommended, which integrates the key sectors involved. To date there has been little intersectoral collaboration between the various sectors such as mental health services, housing, and vocational services. People require more role-specific assistance to enable them to participate in socially valued roles implicit with citizenship. There is a need to formulate improved pathways to assistance and more evidence-based forms of assistance to re-establish career pathways. This report aims to: 1) collect relevant overseas and Australian evidence about the employment of people with mental illness; 2) identify the potential benefits of employment; 3) describe patterns of labour force participation in Australia among people with mental illness; 4) identify how mental illness can cause barriers to employment; 5) outline the type of employment restrictions reported by people with mental illness; 6) identify the evidence-based ingredients of employment assistance; 7) identify relevant policy implications; and 8) suggest strategies to improve employment outcomes and career prospects for people with mental illness.

show abstract

Supported education: A clubhouse experience.

Cited by 24 publications

References 1 publication

Supported education: A qualitative study of the student experience.

Supported education: A qualitative study of the student experience.

Aspirations, Ability, and Support: Consumers’ Perceptions of Attending College

The employment of people with mental illness

Contact Info

Product

Resources

About