A framework for initiating supported education programs.

Abstract

Recognizing the complexity o f planning supported education programs, the authors outline an approach to making these programs a reality through a systematic process o f program planning, conceptualization, and initiation. Six planning steps are identified, the aim o f which is to promote interagency and intergroup collaboration in the formulation o f a supported education program that meets consumer needs within local community contexts. Five program initiation steps are then identified, all o f which contribute to early implementation o f the supported education initiative. Specific tasks and activities that program planners and stakeholders must accomplish in order to put the program plan into action are discussed. The authors conclude by discussing the implications o f supported education for psychosocial rehabilitation practice and service delivery.Higher education has emerged as a vital resource for people wishing to advance themselves in a postindustrial society (Reich, 1991). In fact, in contemporary America, the difference between a marginal lifestyle and one which promotes quality of life may, in substantial part, lie in the successful pursuit of not only formal degrees but in lifelong learning (Reich, 1991). Historically, people coping with mental illness have been at a distinct disadvantage when it comes to advancing themselves through postsecondary training or educational programs. The illness itself may emerge during the very years people in our society are most likely to pursue higher education, and resulting disabilities may require the individual to muster supports to participate in postsecondary education which are not ordinarily available in these settings (Moxley, Mowbray, & Brown, 1993). People with psychiatric disabilities and their families may be fearful of failure, stigma, and discrimination. Rehabilitation and mental health professionals may dismiss successful participation in postsecondary This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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