Article

The Journal of Behavioral Health Services & Research

First online:

Appealing Features of Vocational Support Services for Hispanic and non-Hispanic Transition Age Youth and Young Adults with Serious Mental Health Conditions

  • Rosalie A. Torres StoneAffiliated withResearch and Training Center, Center for Mental Health Services Research, Department of Psychiatry, University of Massachusetts Medical SchoolDepartment of Sociology, Clark University Email author 
  • , Jonathan DelmanAffiliated withResearch and Training Center, Center for Mental Health Services Research, Department of Psychiatry, University of Massachusetts Medical School
  • , Colleen E. McKayAffiliated withResearch and Training Center, Center for Mental Health Services Research, Department of Psychiatry, University of Massachusetts Medical SchoolProgram for Clubhouse Research, Department of Psychiatry, University of Massachusetts Medical School
  • , Lisa M. SmithAffiliated withResearch and Training Center, Center for Mental Health Services Research, Department of Psychiatry, University of Massachusetts Medical School

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access

Abstract

Transition age youth and young adults (TAYYAs) diagnosed with serious mental health conditions (SMHCs) are at greater risk of being unemployed compared to their peers without SMHCs. Job counseling and job placement services are the greatest predictor of competitive employment, yet we have limited knowledge about what TAYYAs believe they need to obtain gainful employment. In person, qualitative interviews were conducted with 57 non-Hispanic and Hispanic TAYYAs with SMHCs enrolled in three vocational support programs in MA (Vocational Rehabilitation, Individual Placement and Support; the Clubhouse Model as described by the International Center for Clubhouse Development). Six themes emerged from the data: three themes were identified as social capital (supportive relationships, readily available workplace supports, and vocational preparation), two themes related to human capital (effective educational supports and work experience), and one theme related to cultural capital (social skills training). Unique features (Spanish-speaking staff and/or familiar in Latino culture, familial-like staff support) were frequently noted by Hispanic TAYYAs.