Supported education in a community college for students with psychiatric disabilities: The Houston Community College model.

Abstract

Serious mental illness usually first occurs in young adults between the ages o f 18 and 25, and often disrupts the completion o f normal developmental tasks. Young adults making career plans, attending college and/or vocational school, frequently drop out after the onset o f psychiatric illness. Their attempts to return to the postsecondary environment to complete their studies are, more often than not, unsuccessful. These failures are largely due to the lack o f support available at colleges or through mental health systems. The Houston Community College System and the Mental Health and Mental Retardation Authority o f Harris County have combined efforts and resources in an attempt to make the college setting more accommodating to the psychiatrically disabled student. The accommodations can be seen through the development o f programs such as the Community Service Aide Training Program (a 1-year program in which the student receives 27 college credits and a certificate after completing the program), and the Entry/Re-entry Program (designed to facilitate entry and/or return o f a student to a postsecondary environment). An Office o f Supported Education for Psychiatrically Disabled Students has also been established. The office not only oversees the above programs but ensures that students who are enrolled in other programs receive reasonable accommodations as well as the supports necessary to improve their chances 42 Psychosocial Rehabilitation JournalThis 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.

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

“…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). In general, supported education programs require only that their students meet the most basic academic requirements of a high school diploma or equivalent, have a psychiatric disability, and express a desire for additional schooling (Mowbray & Collins, 2002).…”

The Kansas Consumer as Provider program: Measuring the effects of a supported education initiative.

“…At 2-year follow-up, 15 of the 17 graduates from the program had maintained employment. The program was replicated in Houston, Texas (Housel & Hickey, 1993). Thirteen of the 15 students in the Houston program satisfied both the academic and internship requirements.…”

Integrating Consumer Providers into a Service Delivery System: The Role of Education and Credentials

“…This 21 credit program included a 256 hour paid internship, provided mental health supports, and ensured job placement. Both studies (Housel Q Hickey, 1993;Sherman & Porter, 1991) reported positive outcomes in terms of the percentage of students completing the training. Sherman and Porter also found positive outcomes when looking at job retention.…”

“…A similar one-year Community Service Aide Training Program was provided by the Houston (Texas) Community College system using the Colorado case management aide training project as their model (Housel & Hickey, 1993). This 21 credit program included a 256 hour paid internship, provided mental health supports, and ensured job placement.…”