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Outcome measures across program sites for postsecondary supported education programs.

Karen V Unger¹, Roy Pardee

¹University of Arizona, USA. kvunger@easystreet.com

Psychiatric Rehabilitation Journal

|February 28, 2002

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Supported education programs in mental health, clubhouse, and community college settings showed varied outcomes for 124 students over five semesters. Few significant differences were found across sites despite demographic variations.

Area of Science:

Rehabilitation Psychology
Educational Psychology
Mental Health Services Research

Background:

Supported education is a specialized intervention designed to help individuals with mental health conditions pursue educational goals.
Implementing supported education across diverse settings like mental health centers, clubhouses, and community colleges presents unique challenges and opportunities.
Understanding the outcomes of supported education in varied environments is crucial for optimizing service delivery and student success.

Purpose of the Study:

To describe three distinct supported education programs operating in different settings.
To examine and compare student outcomes across these three supported education programs.
To identify potential differences in educational attainment, employment, and psychosocial well-being among students in varied program settings.

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Main Methods:

A longitudinal study design followed 124 students participating in supported education programs for five semesters.
Data collection included assessments of student demographics, educational and employment outcomes, school satisfaction, job/education fit, life satisfaction, and self-esteem.
Programmatic differences and adherence to supported education principles were noted, though statistical controls for service variations were not applied.

Main Results:

While demographic characteristics varied across the three program sites, all sites implemented supported education principles.
Students experienced differences in educational and employment outcomes, satisfaction with school, job/education fit, life satisfaction, and self-esteem.
Despite observed variations, few statistically significant differences in outcomes were identified between the program sites.

Conclusions:

Supported education programs, even when implemented in diverse settings, appear to yield broadly similar outcomes for students.
Further research with statistical controls for service variations is needed to fully elucidate the impact of specific program elements.
The findings suggest that the core principles of supported education are effective across different environments, supporting student engagement in education and employment.