An Integrated Supported Employment and Education Model: Exploratory Study of an Innovative Approach Designed to Better Meet the Needs of Young Adults with Psychiatric Conditions
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Educational attainment and work outcomes are inextricably linked, both in individuals with psychiatric disabilities and in the general population.1–5 US Census data suggests that educational attainment among individuals with psychiatric disabilities lags behind the general population, further contributing to poverty and diminished roles in society.3,6,7 Cognitive and symptom-related difficulties often result in educational and work disruptions for individuals with psychiatric disabilities, which in turn reinforce the long-term trajectory of disability and unemployment.8–10
Supported employment and supported education approaches designed to improve work and school outcomes of individuals with psychiatric disabilities have been developed and tested.11,12 However, recipients of those services often obtain low-wage, short-term jobs, and fail to leave the disability rolls.13–17Further education may help to remedy this, but there are few tested supported education...
These contents do not necessarily represent the policy of the Department of Education or the Substance Abuse and Mental Health Services Administration and you should not assume endorsement by the Federal Government. The contents are the sole responsibility of the authors.
The contents of this publication were developed under a grant from the Department of Education and the Substance Abuse and Mental Health Services Administration through a Rehabilitation Research and Training Center grant #H133B090014.
Compliance with Ethical Standards
Research procedures were approved by the University IRB, including written informed consent.
Conflict of Interest
The authors declare that they have no conflict of interest.
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