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Engagement in services were operationalized as follows: A participant who was rated as not at all engaged in employment or educational services came to only one or two scheduled meetings, did not return phone calls from the specialist, and/or did not receive a meaningful amount of services. At the other end of the continuum are individuals who were very engaged in services based on attending scheduled meetings; developing a strong, trusting, and open relationship with the specialist; and expressing a willingness to learn and practice new skills related to their stated goals. Individuals who were in between these ratings were rated as somewhat engaged. If a participant worked with more than one specialist, ratings of specialists were averaged.
Educational background was collapsed into three categories for analysis: (1) Less than a GED/high school degree, (2) post-high school or some college, and (3) college graduate or above.
Vocational and educational activities were coded as: (1) working, volunteering, in school, or a training program or (0) no involvement in vocational or educational activities.
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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.
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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Maru, M., Rogers, E.S., Hutchinson, D. et al. 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. J Behav Health Serv Res 45, 489–498 (2018). https://doi.org/10.1007/s11414-018-9595-x