The Process of Supporting Careers for Young Adults with Mental Health Problems: Case Study of a Supported Education Program

Liljeholm, Ulrika; Hillborg, Helene; Argentzell, Elisabeth; Lövgren, Veronica; Rosenberg, David; Bejerholm, Ulrika

doi:10.1007/s40737-023-00330-x

Cited by 2 publications

(1 citation statement)

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“…The respondents consisted of 19 IPS/SEd specialists from the five participating sites (see Table 1) and one IPS/SEd supervisor, who led supervision sessions focusing on the principles. Experiences of the users were collected through interviews reported in two other studies (Liljeholm et al, 2022(Liljeholm et al, , 2023.…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

Supporting education with IPS: Advancing a career-oriented model for integrating work and study support for young adults in Sweden.

Hillborg,

Lövgren,

Bejerholm

et al. 2024

Psychiatric Rehabilitation Journal

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Objective: Supported education (SEd) provides individualized support to people with mental health problems to achieve their educational goals. Individual placement and support (IPS) has emerged as a model through which SEd may be efficiently delivered. However, the components and characteristics of educational support for these employment-focused services have not been fully explored. Building on earlier studies, we constructed a preliminary model of SEd components that integrated with the IPS model. The SEd model included the eight original principles of IPS, developed to reflect the SEd component, and two new principles were suggested. The aim of the study is to investigate these adapted principles by exploring the feasibility of applying them within established IPS programs providing both employment and educational services. Methods: An organizational learning approach was taken, involving five IPS programs providing both employment and educational services to young adults with mental health problems. Data were collected through focus groups, interviews, and workshops with 19 IPS specialists. Results: The results suggest that while the IPS principles provide a feasible and relevant structure for the development and provision of integrated services, adaptations that reflect the educational context were considered valuable when supporting young adults in pursuing their career-related goals. Conclusions and Implications for Practice: The respondents confirmed that the SEd principles and the focus on support in educational contexts helped them to further develop their knowledge and strategies. While challenging, integrating SEd in IPS models shows good potential for supporting young adults as they struggle to reach longer term career-oriented goals. Impact and ImplicationsSupported Education principles can be valuable when supporting young adults with mental health problems pursuing long-term goals in IPS programs. Our findings may encourage service providers to focus on support in educational contexts and help them to further develop and refine their knowledge and strategies to achieve success in supporting young adults pursuing careers as well as short-term employment.

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Section: Data Collection and Data Analysismentioning

confidence: 99%