Supported Education Practitioners: Agents of Transformation?

Fernando, Shanti; King, Alyson E.; Eamer, Allyson

doi:10.1080/0164212x.2017.1295415

Cited by 7 publications

(6 citation statements)

References 43 publications

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“…Our project was not a health-related partnership but rather an adult education partnership. While SEd programs have mental health benefits for patients, they also provide broader social and personal benefits, such as enhanced self-esteem, quality of life, and employment and educational opportunities (Eamer et al, 2017;Fernando et al, 2014Fernando et al, , 2017. There is scant research specifically examining hospital-based SEd programs, and we have found none on partnerships between universities and hospitals with SEd programs.…”

Section: Literature Reviewmentioning

confidence: 77%

When Is a Partnership Not a Partnership? Reflecting on Inherent Challenges in University-Community Collaborations on Educational Programs

King¹,

Eamer²,

Fernando³

2022

jces

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In our research on supported education (SEd) programs in Canadian psychiatric hospitals, community-university partnerships have offered hopeful findings that demonstrate the potential for improved social and educational outcomes for patients in these programs. There were inherent challenges associated with conducting academic research on these programs alongside nonacademic partners. While some of our research collaborators, who were patient-educators with varying backgrounds, were fully engaged in the research process, others were only somewhat engaged, and some wanted minimal involvement. Because most psychiatric hospital–based research involves medical or pharmaceutical research, we did not locate established frameworks that could be used as models for our educational qualitative research. Although we encountered some obstacles to fully engaged partnerships, we still conducted productive collaborations that resulted in rich, broadly useful qualitative and quantitative data from interviews with students, teachers, and administrators. That being said, we found that in trying to respect the limited time availability of our partners, we ended up with less input from our partners than we had originally hoped for. The lessons we learned—such as the need for clearer role definitions and strategies to manage power imbalances, conflicting objectives, and time constraints faced by nonacademic collaborators—may be applied to other projects that engage community partners whose time and capacity constraints may inhibit their full engagement, such as municipalities supporting long-term care homes or emergency shelters.

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Section: Literature Reviewmentioning

confidence: 77%

When Is a Partnership Not a Partnership? Reflecting on Inherent Challenges in University-Community Collaborations on Educational Programs

King¹,

Eamer²,

Fernando³

2022

jces

Self Cite

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“…Transformation has a basic meaning as a continuous slow change towards a better future for professional development that shows the value of transformative learning as empowerment and enhances identity towards transformation. (Fernando et al, 2017). Transformation of learning in education is beneficial for the sustainability required by faculty or study programs and academics with motivational efforts and innovative ideas so that change can be realized (Leal Filho et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Tracer Study Master Administration of Education of Uhamka as the Intention of the Educational Transformation Progress

KHULUQO,

RISMITA

2020

JKP UHAMKA

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The research objective of this tracer study master's degree in educational administration is as an effort to see the progress of university transformation (UHAMKA) regarding the relevance of knowledge and skills acquired while criticizing higher education which is beneficial to society in general and its recognition, and as an evaluation material for decision making. The research methodology is a mix method that combines qualitative and quantitative forms. The model used is Sequential Explanatory, which means the collection and analysis of quantitative data is followed by the collection and analysis of qualitative data by calculating the frequency distribution of each indicator. Quantitative data collection was carried out by survey techniques, using qualitative descriptive and distributing questionnaires to 24 respondents. The findings show that the provision of competency for graduates can be relied upon by emphasizing the effectiveness of higher education in providing quality education and education services, which is shown by the recognition of the society for graduates who are able to change the order of life with noble character that is desired by society in general.

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“…2 Hence, most students with SMDs desire to complete their academic goals so that they can achieve the career of their choice. 3 The occurrence of psychiatric illness among postsecondary education students is steadily increasing and resulting in disability associated with the illness. 4,5 One in four young adults having a psychiatric disability are students who experience difficulties in their educational attainment during their symptomatic phase…”

mentioning

confidence: 99%

“…Students with psychiatric illness face a different kind of barriers to academic attainment, such as dishonor, 7 poor understanding, 8 poor support from caregivers and peers, 9 limited traveling services, 10 problems in handling psychopathology and side effects of medications, 11 poor reasonable accommodations, 12 fear of disclosing about illness, 13 poor supported academic services, 14 poor self believe and self-respect, 15 cognitive problems, 16 previous academic failures, 17 , previous negative educational experiences, 3 financial burden, 16 , poor legislations, 18 poor attendance, and negative symptoms. 3 The above barriers to academic attainment bring out the need for developing a Supported Education Program (SEP) for students with SMDs.…”

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confidence: 99%

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Development of a Supported Education Program for Students with Severe Mental Disorders in India

Annapally

Jagannathan

Kishore

et al. 2020

Indian Journal of Psychological Medicine

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Background: The onset of severe mental disorders (SMDs) is during adolescence or young adulthood, which affects the well-being and the educational aspirations of the students. Models of supported education practiced in the West are not culturally suitable for Indian students or the Indian education system. This study aimed to develop a Supported Education Program (SEP) for students with SMDs to help them with academic reintegration in an Indian context. Methods and Material: To develop the SEP, a realist review was done, followed by an in-depth interview with eight mental health professionals (MHP) and nine lecturers, using a validated interview script. After each interview, interim analysis and modifications were done to improve the rigor of the interview. After all interviews, the SEP was circulated for a second round of iteration for consensual validation by four mental health experts. The outcome of the entire process was the final version of SEP for students with SMDs. Results: The final SEP had two broad themes and 18 subthemes from the qualitative thematic analysis: theme 1 included issues and strategies relevant to the client or caregivers, and theme 2 was pertinent to the education system. Conclusion: The SEP developed and validated for people with SMDs has distinctive components: one for the individual and caregiver and the other for the educational system.

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Supported Education Practitioners: Agents of Transformation?

Cited by 7 publications

References 43 publications

When Is a Partnership Not a Partnership? Reflecting on Inherent Challenges in University-Community Collaborations on Educational Programs

When Is a Partnership Not a Partnership? Reflecting on Inherent Challenges in University-Community Collaborations on Educational Programs

Tracer Study Master Administration of Education of Uhamka as the Intention of the Educational Transformation Progress

Development of a Supported Education Program for Students with Severe Mental Disorders in India

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