Supported Education for Adults With Psychiatric Disabilities: Effectiveness of an Occupational Therapy Program

Gutman, Sharon A.; Kerner, Robin; Zombek, Irene; Dulek, Jennifer; Ramsey, Cornelia

doi:10.5014/ajot.63.3.245

Cited by 45 publications

(45 citation statements)

References 12 publications

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“…In this way, education can address one of the criticisms of many vocational interventions-that participants often end up working in low-wage jobs that have limited personal reward, which in turn leads to poor job tenure [24]. The development of "supported education" as a rehabilitation intervention sharing many of the elements of supported employment has helped spur interest in the inclusion of education services and goals into vocational planning [25].…”

Section: What Other Outcomes Beyond Competitive Employment Should Bementioning

confidence: 99%

Vocational services research: Recommendations for next stage of work

Drebing¹,

Bell²,

Campinell³

et al. 2012

JRRD

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Abstract-As the field of vocational services (VS) research matures, it is necessary to review its progress and identify any important gaps in measurement and methodology that may hamper future efforts. To encourage progress, we have identified (1) ways to increase consistency in measuring employment outcomes, (2) emerging patterns and lingering gaps in the range of variables and measures commonly used in VS research, (3) broader methodological patterns and needs in the area of study design and sampling, (4) interventions that warrant additional study, and (5) broad strategies to increase the overall amount and quality of VS research. The goal of this article is to assist the field in achieving clearer coherence in shared expectations and standards for research so that the field can consolidate its gains as it helps people successfully return to rewarding jobs in the community.

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Section: What Other Outcomes Beyond Competitive Employment Should Bementioning

confidence: 99%

Vocational services research: Recommendations for next stage of work

Drebing¹,

Bell²,

Campinell³

et al. 2012

JRRD

View full text Add to dashboard Cite

show abstract

“…The typical onset of psychiatric illness commonly occurs between late adolescence and early adulthood [16,24]. This frequently disrupts entrance into and continuation of successful postsecondary education and/or paid employment, affecting the ability to achieve economic and social independence.…”

Section: Introductionmentioning

confidence: 99%

Supports and barriers to higher education and employment for individuals diagnosed with mental illness

Schindler

Kientz

2013

Journal of Vocational Rehabilitation

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OBJECTIVE: This study examined supports and barriers to higher education and employment based on quantitative and qualitative reports of individuals diagnosed with mental illness who were enrolled in a program that addressed higher education and employment goals. PARTICIPANTS: Forty-eight adult participants with various mental health diagnoses. METHODS: A one-group posttest quantitative survey design and qualitative focus groups were used. RESULTS: The mean number of supports for higher education was 9.8 and for employment was 6.2. Quantitative supports with the highest endorsement rates reflected a combination of supports internal and external to the individual. The qualitative data reflected supports primarily external to the individual. The mean number of barriers for higher education was 4.8 and for employment was 4.25. Barriers common to both higher education and employment in the quantitative and qualitative data reflected internal barriers such as fears and anxieties, lost motivation and inability to concentrate. CONCLUSIONS: Quantitative and qualitative results demonstrate that substantial internal and external supports and barriers exist for individuals diagnosed with mental illness with goals of higher education and employment. Individuals would benefit from an approach that is customized and includes an evaluation of supports and barriers and internal and external resources to address them.

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“…While lacking in research with veterans specifically, occupational therapy's involvement in supported education for adults with psychiatric disabilities has been proven effective in increasing participation in academic pursuits (Arbesman & Logsdon, 2011;Gutman, Kerner, Zombek, Dulek, & Ramsey, 2009). Occupational therapy currently provides services to postsecondary students with disabilities including teaching self-advocacy skills, recommending assistive technology, and coaching development of healthy habits and routines (Jirikowic, Campbell, DiAmico, Frauwith, Mahoney, 2013).…”

Section: Implications For Occupational Therapymentioning

confidence: 99%

Psychosocial Characteristics of Student Veterans with Service-Related Disabilities: Implications for Further Research and Occupational Therapy Involvement

Dutra

Eakman

Schelly

2016

Occupational Therapy in Mental Health

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PSYCHOSOCIAL CHARACTERISTICS OF STUDENT VETERANS WITH SERVICE-RELATED DISABILITIES: IMPLICATIONS FOR FURTHER RESEARCH AND OCCUPATIONAL THERAPY INVOLVEMENTThe purpose of this study was to assess how post-9/11 university student veterans differ from nonveteran university students on four mental health indicators. In comparison to a demographically matched sample of nonveteran students, we found that veterans in our study had significantly higher levels of depression and post-traumatic stress symptomatology and nonsignificantly lower levels of engagement in meaningful activities and meaning in life. Our nonexperimental study indicates mental health differences between student veterans and their nonveteran peers do exist and argues for the inclusion of occupational therapy services for student veterans.iii ACKNOWLEDGEMENTS

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Supported Education for Adults With Psychiatric Disabilities: Effectiveness of an Occupational Therapy Program

Abstract: The results support the effectiveness of the supported education program. A significant number of participants were able to improve their basic academic skills, enhance professional behaviors and social skills, and return to the school or work environment.

Cited by 45 publications

References 12 publications

Vocational services research: Recommendations for next stage of work

Vocational services research: Recommendations for next stage of work

Supports and barriers to higher education and employment for individuals diagnosed with mental illness

Psychosocial Characteristics of Student Veterans with Service-Related Disabilities: Implications for Further Research and Occupational Therapy Involvement

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