Outcomes of a 4-year program with higher education and employment goals for individuals diagnosed with mental illness

Schindler, Victoria P.; Sauerwald, Camille

doi:10.3233/wor-121548

Cited by 26 publications

(34 citation statements)

References 39 publications

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“…Of the final 25 articles, two of them were qualitative designs (Berg, Jirikowic, Haerling, & MacDonald, 2017;McCausland, Bazyk, & Kerns, 2012). Ten articles of the final 25 were primarily descriptive in nature (Best, Still, & Cameron, 2008;Burnett-Beaulieu, 1984;Burnett & Yerxa, 1980;Burson, 2003;Eichler, Hoevet, & Royeen, 2015;Eichler & Royeen, 2016;Jacobs, Selby, & Madsen, 1996;Nolan & MacCobb, 2006;Smallfield, Benda, & Siefkes, 2011), while 11 articles were intervention studies (Gutman, Kerner, Zombek, Dulek, & Ramsey, 2009;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;Malcolm & Roll, 2019;Quinn, Gleeson, & Nolan, 2014;Schindler, 2014;Schindler, 2018;Schindler, Cajiga, Aaronson, & Salas, 2015;Schindler & Sauerwald, 2013).…”

Section: Results Descriptive Summarymentioning

confidence: 99%

“…Student outcomes were positive after participation in occupational therapy programming. Positive outcomes included higher enrollment in an academic program after participation (Gutman et al, 2009;Schindler et al, 2015;Schindler & Sauerwald, 2013), improved academic skills, increased competency in student role, enhanced social skills and professional behaviors, and more confidence . Jacobs, Selby, and Madsen (1996) reported improved individual goal attainment among students with common goals, including coping with stress, extending social outlets, improving study skills, selfawareness, and self-esteem, decreasing negative self-talk, exploring leisure activities, and decreasing anxiety.…”

Section: Results Descriptive Summarymentioning

confidence: 99%

“…Other articles were limited by a small sample (Berg et al, 2017;Gutman et al, 2009;Jacobs et al, 1996;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;McCausland et al, 2012;Quinn et al, 2013;Schindler et al, 2015). Of those that measured outcomes following an intervention, eight lacked a control group (Best et al, 2008;Keptner et al, 2016;Keptner, 2017;Schindler et al, 2015;Schindler, 2014;Schindler, 2018;Schindler & Sauerwald, 2013). For two studies, there was a lack of established reliability and validity for several outcome measures (Gutman et al, 2009;.…”

Section: Results Descriptive Summarymentioning

confidence: 99%

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Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Keptner¹,

McCarthy²

2020

The Open Journal of Occupational Therapy

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Background: Legislation supports a role for occupational therapy in postsecondary settings, but this area is not a common practice area and the practice area is not well understood. This scoping review maps current literature of occupational therapists working with students in postsecondary settings in order to inform future research and practice.Method: After identifying included articles, a narrative description of the quantitative studies along with a concept map were completed. A qualitative thematic analysis of the articles was also conducted.Results: Twenty-five articles met the inclusion criteria. Quantitative results describe occupational therapy services as both a direct and indirect service provided through offices of disability services, assistive technology, and supported education programs, among others. The primary population with whom occupational therapists engage with are students with mental illness. Three qualitative themes emerged from the scoping review, including the focus on occupation and skills needed for success, using the campus environment, and campus collaboration.Conclusion: The structure of occupational therapy services varies from location to location and occupational therapists work with various populations of students. Future research needs to support the distinct value of occupational therapy in this practice area, including the scope and outcomes of occupational therapy services with different populations of students. CommentsThe authors report that they have no conflicts of interest to disclose.

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Section: Results Descriptive Summarymentioning

confidence: 99%

Section: Results Descriptive Summarymentioning

confidence: 99%

Section: Results Descriptive Summarymentioning

confidence: 99%

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Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Keptner¹,

McCarthy²

2020

The Open Journal of Occupational Therapy

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“…Social support (Roy et al . ), respect between all participants, individuality (Schindler & Sauerwald ), the physical environment (Hutchinson et al . ), dialectical conversation, reflection, and the learners’ active role (Bussema & Nemec ) have been found to help MHSUs successfully meet the challenges of education.…”

Section: Discussionmentioning

confidence: 99%

“…Only a few studies have highlighted the characteristics that facilitate MHSUs’ learning, such as support from peers and trainers (Roy et al . ), respect between all participants, considering everyone's individuality (Schindler & Sauerwald ), and the physical environment of education (Hutchinson et al . ).…”

Section: Introductionmentioning

confidence: 99%

Mental health service users’ experiences of an education intervention based on a European Union project: A comparison between nine European countries

Nieminen

Kaunonen

2018

Int J Mental Health Nurs

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Mental health service users (MHSUs) often face difficulties in achieving successful participation in education; however, the tools that could help them succeed are rarely investigated. This study aimed to illuminate the experiences of MHSUs in an education intervention based on a European Union (EU) project. Their experiences are compared across nine EU countries. The data were collected through individual interviews with MHSUs (n = 47) at day activity centres that provide mental health services. An inductive content analysis was used as the method of analysis. Three main categories, which include seven subcategories, are revealed by the analysis. The main categories are as follows: (i) the factors related to MHSUs' educational preparedness, (ii) the dimensions of the learning environment, and (iii) the effects of training intervention. The MHSUs' experiences with the education intervention were similar across all countries. The findings showed that this education intervention is a multidimensional process. It contains social, mental, and physical dimensions linked to a learner and learning environment. These dimensions influence the MHSUs' ability to participate in the education process. At its best, the education intervention supports the personal growth of MHSUs and prepares them for social integration. An education intervention can be a usable tool in the rehabilitation of MHSUs if the multidimensional nature of education is taken into consideration. Therefore, designing and executing education interventions requires the attendance of the MHSUs in cooperation with mental health and education professionals. Our findings suggest a tentative framework that can be used in designing and executing education for MHSUs.

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Multifaceted interventions for supporting community participation among adults with disabilities: A systematic review

Gross

Monroe‐Gulick

Nye

et al. 2020

Campbell Systematic Reviews

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Outcomes of a 4-year program with higher education and employment goals for individuals diagnosed with mental illness

Cited by 26 publications

References 39 publications

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Mental health service users’ experiences of an education intervention based on a European Union project: A comparison between nine European countries

Multifaceted interventions for supporting community participation among adults with disabilities: A systematic review

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