Integrating Interventions That Can Support a Career-Oriented Recovery for Young Adults: Building on the Supported Education Knowledge Base

Abstract

Young adults experiencing mental health problems are less educated than their peers, putting them in a more vulnerable position for employment and career possibilities. While Supported employment models have been widely implemented, educational supports may be necessary in order to contribute to longer term and sustainable employment. The aim of this study was to describe the state of current research regarding Supported education services for individuals with mental health problems, with a particular focus on studies that address both educational and vocational goals. A scoping review of articles published between 2000 and July 2020 was conducted. Eight databases were searched, titles/abstracts and full-text articles were reviewed for inclusion. The results, which built on 56 included articles, were analysed both descriptively and thematically. The results suggest that the focus in the literature has primarily been on adapting and implementing models for the needs of different populations and contexts. Many of these build on integrated models focusing on both vocational and educational needs. Despite addressing varied populations and working in varied contexts, it is possible to identify a number of essential components when delivering educational support. The review suggests a need to look at work and studies as equally important from a career development perspective. The knowledge base developed through studying supported education services and the educational components of newly emerging services, can contribute to the further development of integrated models for young adults.

An International Pilot Study of Self-Reported Quality of Life in Outpatient and Inpatient Mental Health Settings

“…In addition, work makes daily life more fulfilling and leisure time more meaningful (40). Among several types of profiles of inpatient and outpatient mental health service users, competitive employment is often viewed by users as an important goal in their rehabilitation path (41)(42)(43)(44).…”

The Process of Supporting Careers for Young Adults with Mental Health Problems: Case Study of a Supported Education Program

“…The emerging knowledge base emphasizes the relevance of existing SE services integrating manual-based educational support (SEd) in order to individually support career needs as a whole (Hillborg et al, 2021;Lo ¨vgren et al, 2020;Manthey et al, 2015;Murphy et al, 2005). The SEd program offered a person-centred approached service, with educational support as an integrated part.…”

“…SEd focuses on support of young adults' career opportunity decisions and choices by offering specific expertise, practical and ongoing support, and coordination with mental health services. The goal is to achieve educational goals and completion in different educational settings and academic environments (Hillborg et al, 2021;Killackey et al, 2017). The education specialists follow the SEd principles: (a) mainstream education is the goal; (b) educational and vocational services are integrated with mental health or other welfare services; (c) eligibility is based on a service user's desire to study; (d) provision of personalized benefits counselling; (e) rapid linkage to educational activities; (f) collaboration with outside educational institutions, programs and organizations; (g) continuous support; and (h) the service user's interests, preferences and needs are honoured (Bond et al, 2008(Bond et al, , 2020Drake et al, 2013;Frounfelker et al, 2014).…”

“…The education specialists follow the SEd principles: (a) mainstream education is the goal; (b) educational and vocational services are integrated with mental health or other welfare services; (c) eligibility is based on a service user's desire to study; (d) provision of personalized benefits counselling; (e) rapid linkage to educational activities; (f) collaboration with outside educational institutions, programs and organizations; (g) continuous support; and (h) the service user's interests, preferences and needs are honoured (Bond et al, 2008(Bond et al, , 2020Drake et al, 2013;Frounfelker et al, 2014). In addition, attention is paid to needs and challenges in the study environment and structure, psychosocial context, and student role as emphasised in previous research in the Swedish context (Hillborg et al, 2021). The education specialists had education and competence for supporting work according to the SE principles, similar to the SEd principles (Drake et al, 2013).…”

“…The research suggests such services should include help to complete high school and ease the transition to college, coaching and skills development to improve work and school functioning, coaching to manage symptoms of mental illness, flexible strategies to ensure self-determination, longer-term career and goal planning, and close collaboration with families. Research on SEd continues to increase (Hillborg et al, 2021;Lo ¨vgren et al, 2020;Becker et al 2015), but knowledge regarding how integrated SEd can be developed and delivered by mental health services is still limited. Components of the SEd process are important to consider in relation to education and employment success, and require additional investigation.…”