The College Link Program: Evaluation of a supported education initiative in Great Britain.

Abstract

The article presents an outcome evaluation of a supported education initiative in London, Great Britain, for adults with longer term mental health needs. Qualitative and quantitative data was collected from the leavers at the end of the college course and data was also collected from students 10-22 months after completing the course. The study found increases in self-esteem, social functioning, independence, cognitive abilities, and confidence, using non-standardized measures. Some students also reported that they felt less stigmatized by their problems and that their assertiveness had improved. In-patient and day-patient hospitalization rates decreased dramatically, representing cost-effectiveness and the opportunity for substantial savings to Great Britain's National Health Service. Most of the students planned to continue with further education and/or do some voluntary work. Some were looking for paid work. The data from past students suggested that gains were maintained except in one instance where there had been a major negative life event. Most past students were in continuing education. There were methodological limitations to the study that there are plans to correct for in further studies.

Enhancing Individual Placement and Support: Promoting Job Tenure by Integrating Natural Supports and Supported Education

“…The role of SEd as a viable intervention of psychiatric rehabilitation began in the 1980 s and was reinforced by the encouraging outcomes for people with psychiatric disabilities (Hoffman & Mastrianni, 1993;Isenwater et al, 2002;Unger et al, 1991;Wolf & DiPietro, 1992). In 1981, psychiatric rehabilitation practitioners at Boston University began providing what is now known as SEd to people with psychiatric disabilities (Unger, 1998).…”

“…In order to improve job tenure, individuals must be eligible for higher-level positions that are more satisfying and may have the potential for advancement. The SEd approach has been used with success to assist individuals with psychiatric disabilities to complete post-secondary education and=or training (Hoffman & Mastrianni, 1993;Isenwater, Lanhan & Thornhill, 2002;Unger, Anthony, Sciarappa, & Rogers, 1991;Wolf & DiPietro, 1992). SE has improved access to competitive employment for people with psychiatric disabilities, but has yet to overcome the problem of short job tenure.…”

Postsecondary study and mental ill-health: a meta-synthesis of qualitative research exploring students’ lived experiences

“…Being a student provided opportunities to demonstrate capability, facilitating growth in confidence as students engaged in study and received feedback on their performance and effort (Isenwater et al, 2002;Sung & Puskar, 2006;Weiner, 1996;Weiner & Wiener, 1996). This allowed hope for a positive future to grow, as students persisted with study, or tried again following an unsuccessful attempt (Isenwater et al, 2002;Knis-Matthews et al, 2007;Megivern et al, 2003;Sung & Puskar, 2006;Weiner & Wiener, 1997;Zafran et al, 2012).…”

Os contributos do emprego apoiado para a integração das pessoas com doença mental

“…Neste âmbito, os estudos sobre a educação apoiada são promissores (Collins, Bybee, & Mowbray, 1998;Hoffman & Mastrianni, 1993;Isenwater, Lanhan, & Thornhill, 2002;Unger, 1990;Wolf & Dipietro, 1992), nomeadamente para o sucesso do regresso à universidade (Unger & Anthony, 1984) e continuidade do projecto vocacional (Nuechterlein, Subotnik, Turner, Ventura, Becker, & Drake, 2008). A investigação-acção de Nuechtterleinel et al (2008), em jovens com doença mental pareceu-nos de especial interesse, na medida, em que confirmou a eficácia da extensão dos serviços de emprego apoiado à educação apoiada, bem como pela especial atenção dedicada às questões da revelação e do suporte técnico indirecto ("off the scene"), que é atípica no emprego apoiado.…”