Abstract
In recent years post-secondary education hasbeen recognized as a viable option in the psychosocialrehabilitation of individuals with mental illness. Thisstudy reports the first evidence of effectiveness of a supported education demonstration projectwhich used an experimental design to compare the effectsof different model types. A total of 397 participantswere assigned to one of three conditions: group, classroom, and individual (control). Atgraduation from the program significant differences inprogram participation rates were found; group membersparticipated most, followed by classroom participants, then those assigned to the individualcondition. Also, immediate, intermediate, and long termoutcomes were examined. On four immediate outcomes(motivation, satisfaction, enjoyment, and learning)significant participation effects were found (highparticipants scoring highest, followed by moderateparticipants, and then non-participants). On twointermediate outcome (empowerment and school efficacy)condition differences were found (classroom scoringhighest followed by group, then individual). Although nocondition differences were found on behavioral outcomes,the percentage of individuals enrolled in school or vocational education was more than twicethat reported at baseline. Overall, the resultsdemonstrated success in engaging participants, affectingself-perceptions, and increasing enrollment inpost-secondary education.
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Collins, M.E., Bybee, D. & Mowbray, C.T. Effectiveness of Supported Education for Individuals with Psychiatric Disabilities: Results from an Experimental Study. Community Ment Health J 34, 595–613 (1998). https://doi.org/10.1023/A:1018763018186
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DOI: https://doi.org/10.1023/A:1018763018186