Search

When students with a psychological disorder study at university, there are competing goals and challenges faced by administrators, teaching staff and students. Positive goals such as inclusion, self-determination and respect for diversity are sometimes counterbalanced by problem behaviour associated with mental illness. The challenge for tertiary institutions is to accommodate the educational needs of students with a psychological disorder, without undermining the inherent requirements of a course of academic study, or the duties that a university owes to staff and students with respect to safe and healthy learning environments. This article considers how the Australian legal system has attempted to find balance between these competing needs and duties, in a way that is respectful to those who study with a psychological disorder. [ABSTRACT FROM AUTHOR]

The economic impact of a lack of educational achievement for individuals with psychiatric disabilities is profound. Current poor economic conditions exacerbate the effects of low educational levels. This article presents the current educational barriers faced by individuals with psychiatric disabilities and introduces one potential solution: supported education. Supported education is an emerging best practice which holds promise for helping individuals with psychiatric disabilities in their pursuit of educational goals. However, additional barriers stand in the way of widespread supported education implementation. Recommendations are included for policymakers and community mental health centers to help increase the penetration of this much-needed service. [ABSTRACT FROM AUTHOR]

The relationship between literacy and health has been well documented: research shows that people with limited literacy skills have worse health outcomes for numerous chronic conditions. However, little is known about how literacy relates to mental health, including access to treatment and recovery. A pilot study was conducted with mental health services users with varying literacy skills at two urban, public mental health clinics to more fully understand how literacy affects the lives of people living with serious mental illness. The study was designed using a Community-Based Participatory Research approach; mental health service users informed the development of the interview guide. Findings demonstrate that those with limited literacy skills experience increased stigma, have fewer options for accessing information about conditions and treatment plans, and may be excluded from certain cognitive-behavioral treatments that require basic literacy skills. These barriers can significantly affect service utilization and mental health outcomes. [ABSTRACT FROM AUTHOR]

This article is a part of the research I am carrying out for my doctoral dissertation. It examines the creation of circuits of differenciated schools that links regular and special educacion. This particular paper reflects on the establishment of "Recoveryschools" (Escuelas de Recuperación), in Buenos Aires, at the end of the Sixties. I use the ethnographic approach, but at the same time by capturing the political and historical context of their creation and the debates on mental health and social sciences of those days, we will be able to historizice the recovery schools' present. Furthermore, we try to have a deeper comprehension of the meanings ussually attributed to these schools. Our work highlights practices that were commonly carried out in those first "recovery-schools". These practices were similar to those of the therapeutical communities or community assemblies that took place in some hospices for mentally ill in the Sixties. Nilda Intrieri, the creator of the "recovery schools", knew those practices, and one of the characteristics that she gave to the first school was the school assembly, which included devices elaborated for the community assemblies. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: There is little knowledge of predictors for involuntary hospitalizations in acute psychiatric units. Method: The Multi-center study of Acute Psychiatry included all cases of acute consecutive psychiatric admissions in twenty acute psychiatric units in Norway, representing about 75% of the acute psychiatric units during 2005–2006. Data included admission process, rating of Global Assessment of Functioning and Health of the Nation Outcome Scales. Results: Fifty-six percent were voluntary and 44% involuntary hospitalized. Regression analysis identified contact with police, referral by physicians who did not know the patient, contact with health services within the last 48h, not living in own apartment or house, high scores for aggression, level of hallucinations and delusions, and contact with an out-of office clinic within the last 48h and low GAF symptom score as predictors for involuntary hospitalization. Involuntary patients were older, more often male, non-Norwegian, unmarried and had lower level of education. They more often had disability pension or received social benefits, and were more often admitted during evenings and nights, found to have more frequent substance abuse and less often responsible for children and were less frequently motivated for admission. Involuntary patients had less contact with psychiatric services before admission. Most patients were referred because of a deterioration of their psychiatric illness. Conclusion: Involuntary hospitalization seems to be guided by the severity of psychiatric symptoms and factors “surrounding” the referred patient. Important factors seem to be male gender, substance abuse, contact with own GP, aggressive behavior, and low level of social functioning and lack of motivation. There was a need for assistance by the police in a significant number of cases. This complicated picture offers some important challenges to the organization of primary and psychiatric health services and a need to consider better pathways to care. [Copyright &y& Elsevier]

Background: Supported employment is an evidence based practice for people with mental illness, but it does not typically achieve skilled work. Such achievement may be achieved if supported employment is integrated with supported education. Objective: This exploratory study evaluated the first year of an innovative program integrating supported employment with supported college education for 37 college students with mental illness. Method: A phenomenological evaluation methodology was used. A purposive sample of 6 participating students with mental illness (schizoaffective disorder, bipolar disorder, and major depression) and 5 of their significant others, as well as 4 of their counselors from the collaborating organizations, were interviewed at 3 points in time. Thematic analysis was conducted on the qualitative data. Results: Thematic analysis of interview data indicated satisfaction with the program and other promising outcomes. Conclusion: Integrating supported postsecondary education and supported employment for individuals with mental illness is promising. [ABSTRACT FROM AUTHOR]

This study focused on approaches to curriculum, as well as school, principal, and student characteristics in secondary day treatment and residential psychiatric schools. A national random sample of 148 principals responded to a survey. No statistically significant differences existed between respondent and nonrespondent schools with regard to region, public versus nonpublic, enrollment, or locale. More than 80% of schools were accredited by their state department of education. The primary role of day treatment and residential schools was to help youth obtain a high school diploma. The most common basis for curriculum was the use of state curriculum or individual education programs. Math and reading curriculum, instructional materials, and professional development were rarely reported to align to a great extent with state assessments. The authors provide additional results and implications. [ABSTRACT FROM AUTHOR]

Brain Fag Syndrome (BFS) is a psychiatric disorder associated with study affecting two to four out of every ten African students. One of the consequences of this illness is early foreclosure of education in affected students. Etiological factors such as nervous predisposition, motivation for achievement, and psychostimulant use have been found associated with it. However, the contributions of study habits to the pathogenesis of this study-related illness deserve more attention than has been given. We carried out this cross-sectional study to ascertain the types of study habits associated with BFS among a sample of senior secondary school students in Ile-Ife, Nigeria. Five hundred students from six schools in Ile-Ife were selected using a stratified random sampling technique. The selected students completed the Socio-demographic Data Schedule, the Brain Fag Syndrome Scale, and Bakare's Study Habit Inventory. The prevalence of BFS was 40.2% (201). There were no significant socio-demographic variables identifying BFS students apart from those without BFS. The significant measures of study habits that predicted BFS were homework and assignments, examinations, and written work. Those with BFS had 3.58 times the odds to perform poorly on homework and assignments, 3.27 times the odds to perform poorly on examinations, and 1.01 times the odds to perform poorly on written work compared to those without BFS. We concluded that the results of this study suggest that homework and assignments, examinations, and written work were significant study habit variables associated with BFS. [ABSTRACT FROM AUTHOR]

Objective: Many people with psychiatric disability have educational goals. In this paper, we survey a sample to describe the frequency of academic interests, specific goals related to this interest, and barriers that undermine education. Methods: One hundred and four people from a large Midwestern mental health center completed the Educational Goals Survey (EGS) which was developed with feedback from two consumer focus groups. Results:Almost two thirds of respondents never got beyond high school education. Of this group, 54.5% wanted to go back to school. Reasons for returning to school included improving one's job status and enhancing personal growth. Conclusions: Two sets of barriers emerged from the data; those which are consistent with any adult student and those which must be addressed because of disability. We make sense of these data by comparing results with the U.S. Census where appropriate. [ABSTRACT FROM AUTHOR]

The number of university students requesting services based on the Americans with Disabilities Act for learning disabilities and ADHD-related difficulties has increased, although there are limited reports in the literature describing these evaluations. The current study describes a sample of 140 individuals (59% women) who presented for psycho-educational evaluation at the university psychology clinic. The students were individually administered self-report, cognitive, academic, and attention measures as indicated, and diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Difficulties with mathematics, attention, and reading concerns were the most frequent presenting complaints. 46 students met criteria for one or more learning disorders and 20 students met criteria for a diagnosis of ADHD. Test scores are summarized and findings compared with the literature. [ABSTRACT FROM AUTHOR]

For the past decade the Stepping Stones project has offered access to adult education for people with mental health problems. But the benefits of the service to the students can go far beyond the classroom itself. Edward White and colleagues evaluate the success of the project. [ABSTRACT FROM AUTHOR]

Over the last 10 years, supported education (SEd) programs have been the topic of many journal publications and conference presentations, but little is known about their numbers and types across the U.S. This article reports the results of a national survey of all known SEd programs, numbering over 100. The largest number was associated with clubhouses, where full and partial SEd models could be identified. On-site supported education programs were located in community colleges and universities. A dozen "free-standing" programs were also identified. Analyses documented differences across program types in services provided, budget amounts and sources, and coordination with mental health and higher educational institutions. If supported education is to move beyond a specialty program in mental health, providers need to do more to market these services and to work collaboratively with stakeholder groups to expand supported education programming. [ABSTRACT FROM AUTHOR]

To study barriers to higher education, this qualitative study explored the college experiences of 35 people with psychiatric disabilities. Academic performance was related to psychiatric symptoms which subsequently led to college attrition. However, many research participants showed remarkable persistence in pursuit of academic goals. Campus-based support services were rarely utilized. Implications for psychiatric rehabilitation practice are discussed. [ABSTRACT FROM AUTHOR]

Examines the strategy used by a university in improving the educational environment of students with psychiatric disabilities in the U.S. Mental health services given to mentally ill students; Capabilities of the faculty to assist the learning of mentally ill students; List of sociodemographic and individual characteristics of faculty and students.

Describes the supported education programs and the outcomes on students with mental disorders in New York City. Variation in services among sites and practice of supported education; Process of supported education; Effect of the program on the quality of life and self-esteem of the students.

Service-learning programs involving students with emotional/behavioral disorders (E/BD) are becoming increasingly popular. This paper provides a review and critical analysis of 11 service-learning programs with children and adolescents with E/BD. Results of the review indicate that direct and indirect service activities as well as broad-based and specific, individual program descriptions dominate the literature. Despite a few notable exceptions, anecdotal reporting is the primary methodology used for assessing program outcomes and information about the specific procedures for gathering data is often extremely limited or missing entirely. In spite of these limitations, there is sufficient evidence to support one conclusion -- both students and teachers are extremely satisfied with service-learning and students feel empowered by their experiences. Unfortunately, limitations in the research designs prevent anything more than guarded optimism regarding the effects of participation on students' academic and cognitive, civic, social, and moral, and/or personality development. More rigorous research is needed to assess whether these programs can live up to their potential. [ABSTRACT FROM AUTHOR]

A truly effective early detection and primary prevention program for children who are considered high-risk should probably not begin just in the school years but should instead focus on preschool settings such as Head Start. There are effective tools for screening preschool children for emotional or behavioral disorders that can be used to detect problems before they become significant, but these are generally not in common use. There are also classroom-wide intervention techniques that are being used in the primary grades to prevent emotional or behavioral disorders; yet the nature of an effective universal mental health intervention for preschool children is not entirely clear. Skill building approaches, however, appear to be critical as prevention strategies. A self-determination curriculum on direction following, sharing, decision making, and other social or behavioral skills would therefore seem to offer definite advantages. One of the best examples of the use of early detection and a self- determination curriculum is the Head Start Program of Youth Development Incorporated (YDI) in Albuquerque, New Mexico. The rationale for this approach and the program itself are described along with preliminary data on its effectiveness. [ABSTRACT FROM AUTHOR]

Violence has permeated the fabric of public schools. Many teachers are fearful, unprepared, and ill equipped to deal with dangerous student behavior. One of the major impacts of the lack of active crisis planning and management has been unsafe classroom environments. Presently, many teachers of students with emotional and behavioral disorders (E/BD) fail to develop crisis management plans. By facilitating the development of crisis planning and management documents, teachers can improve positive behavioral support practices, create safer learning environments, and deal effectively with serious verbally and physically aggressive student behaviors. The purpose of this paper is to describe collaborative processes E/BD teachers can employ to effectively plan for the management of student crisis episodes. Specific strategies to enhance their effective implementation are also provided. Legal requirements (i.e., IDEA 1997 Amendments) pertaining to positive behavioral support are described and individual and system responses regarding effective crisis planning and management are presented. [ABSTRACT FROM AUTHOR]

Presents a study which surveyed students with psychiatric disabilities from supported education sites to assess demographic and service utilization information, education and employment outcomes, predictors of postsecondary education completion and job or education fit. Employment service utilization and employment outcomes; Analysis of the demographic and history characteristics of the study participants; Factors that might predict successful school completion.

Offers lessons and caveats for clinicians involved in school mental health services that may be derived from legal developments, especially the evolving case law surrounding the Individuals With Disabilities Education Act (I.D.E.A.) in the U.S. Quality improvement elements that school mental health services must conform to; Accessibility to the benefits of the I.D.E.A.; Requirements in California with respect to mental health needs of children.

Studies the effectiveness of supported education demonstration projects for individuals with psychiatric disabilities. Use of an experimental design to compare the effects of different model types; Effects of condition and participation level on immediate outcome variables; Interest of adults with psychiatric disabilities in pursuing higher education.

Teaching emotionally disturbed adolescents has for many years been generally geared toward youth with various acting out behaviors. Special education teachers have been trained to develop skills in adapting, remediating, and teaching educational curricula. They have received training in modifying disturbed, acting out behaviors and diagnosing certain educational problems. Emphasis in teacher training has been placed on identifying academic deterrents and deficiencies, creating adequate intervention programs, and providing appropriate educational services. Teaching adolescents who are handicapped with a severe psychosis or emotional disorder demands additional skills of an instructor. Teachers in this field are not only required to provide a special instructional setting, but they are also required to use academic activities as a form of therapy. This article identifies the teacher of severely disturbed adolescents not only as an educator but also as a therapist member of an interdisciplinary team. [ABSTRACT FROM AUTHOR]

Reveals that the sexual education needs of consumers of mental health services in respect to content are both different and similar to those identified in the literature, according to a study. How the study was conducted; Results of the study; Discussion of the results.

Describes findings of a supported education program (SEP) at a New York City-located state hospital that was created to provide seriously mentally ill consumers residing in the communith with rehabilitative options. Staff strategies in outpatient selection; Effects of mental health provider sponsorship.

Describes a program to assist persons with severe mental illness who are pursuing post-secondary educational goals at Thresholds, a psychosocial rehabilitation agency located in Chicago, Illinois. Changes and accomplishments experienced by urban psychiatric rehabilitation clients.

Discusses the creation of supported education programs for young adults with a history of mental illness utilizing existing community resource. Reordering priorities; Reallocation of resources; Development of cooperative agreements and community coalitions; Student service needs; Learnings from supported education sites.

Examines the development of supported education for members of the post secondary school level into the clubhouse model at the Laurel House, Stamford, Connecticut. Who the program was funded by; What this funding was based on; Assumptions on which the Supported Education Model developed was based on; Reason for the development of the program; Insight into the program.

Presents information on approaches for empowering people who are chronically mentally ill through psychoeducation and direct member involvement in program evaluation. Potential gains of having people who are chronically mentally ill educate themselves through literature.

Examines the homework problems of secondary school students with behavior disorders as compared to secondary school students with no disabilities. Differences between student groups on every checklist item on the Homework Problem Checklist; Need for intensive interventions for adolescents with behavior disorders.

There is a need for increased understanding and support of students with severe and persistent psychiatric disabilities in post-secondary education. Advancements in the pharmacological treatment of psychiatric disabilities are permitting a broader range of mental health consumers to reach a level of recovery allowing these consumers to begin or restart college careers (Eudaly, 2002). A post-secondary education is now considered a mandatory investment in the future ("Higher Education," 2003). There are a growing number of people pursuing higher education including those with serious mental illness. I am working an a Master's degree in a Rehabilitation Counselor Education program and face many obstacles due to my psychiatric disability, Bipolar Disorder. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on the study "Psychosis in bipolar disorder: Does it represent a more 'severe' illness?," by C. Z. Burton and colleagues. Topics mentioned include the comparison of BD patients with a history of psychosis and non-psychotic BD patients, the education of non-psychotic BD patients, and the functional magnetic resonance imaging (MRI) to BD patients with less severe psychotic symptoms.

Examines teaching alternatives to help emotionally disturbed students cope with the course of the learning process. Relationship enhancement; Humor as a classroom tool; Changing of student expectations; Nonjudgmental conversation.

Opinion. Views of the author on what the supported education program at Laurel House, a mental health facility in Stamford, Connecticut taught him. What the staff at Laurel House did that gave the author the motivation to go back to school; Concerns of going back to school; Benefits of the Transitional Employment Program to the author.

After using the Croatian adaptation of the Rogers Boston Empowerment scale on 176 people with mental illness the moderate levels of empowerment were found. Statistically higher levels of empowerment was documented in people that have better social contact (in a form of a friend and family support), people that have better education (faculty) and those who are unemployed. The lowest levels of empowerment have the people that have partner/spouse, high school education and are disabled. Having partner/spouse and being disabled or retired are variables found to be predictors for having low level of empowerment in mentally ill persons in Croatia. The results point to the need of interventions on strengthens the empowerment in people with mental disorders in Croatia. [ABSTRACT FROM AUTHOR]

The given clinical-catamnethetic research was carried out on the basis of the department of the first psychotic epizode in « Specialized Clinical Psychiatric hospital №1» of the Department of Public Health Services of Krasnodar territory, Russia on the sample of 286 patients with the first psychotic symptoms who underwent treatment during 2006–2008 years. The medical-rehabilitation programme included psychopharmacological treatment and psychoeducational studies of both patients and their relatives, and a control group (100 individuals). Psychoeducational studies with relatives of the patients of the control group were not organized. The research shows the evident effectiveness of psycho-education of relatives of the patients with first psychotic episode for better patients’ compliance. [ABSTRACT FROM AUTHOR]

Introduction: Mental illness has great influence on the possibility of regular education, employment, sometimes cause temporarily or definitive work disability. Objectives: Current diagnostic criteria divide mental illness in two categories: psychotic disorders which consider more severe and nonpsychotic disorders as less severe disorders. Aims: The aim of this pilot study was to test the influence of quality of the mental disorder (psychotic/ nonpsychotic) on education completion and professional abilities. Methods: Investigation involves 141 patients who were treated in two months period at CCS at the Psychiatric Clinic. Patients were divided in two groups according to ICD X criteria: group A- psychotic, group B- nonpsychotic disorders. Groups were equalized in sex and age. We compared groups in educational level (years of completed school), profession (employed, unemployed, retired, disability pension) and the age when the mental illness has begun. Λ square test was used for the statistical analyses. Results: Results showed that there were no statistical significant differences between groups in educational and professional performance. Groups differ only in the time of illness onset (earlier in group A). Conclusions: A group, in spite of earlier onset of the illness and more severe simptomatology, is equally successful in education and professional performance, as B group. This may be the consequence of the great support of the family and the society. It also gives us hope that something is changing in relation to psychiatric patients and that stigma, shame and exclusion is not, or will not be everyday experience this group of patients. [ABSTRACT FROM AUTHOR]

Investigates educational characteristics of children and adolescents with different psychiatric diagnoses. Determination of children's eligibility for special education through psychiatric diagnostic workups; Relation between educational and psychiatric classification systems; Examination of diagnostic categories in terms of their relationship to age, sex, ethnicity, intelligence quotient, achievements, and special education.