Supported education for individuals with psychiatric disabilities: Long-term outcomes from an experimental study

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Abstract
Research indicates that many individuals with psychiatric disabilities often experience the onset of mental illness in young adulthood. This fact, as well as educational discrimination, unmet needs for support, personal fears of failure, and the cyclical nature of their illness causes many of these individuals not to pursue higher education, despite their intellectual qualifications. Supported education programs have arisen as psychosocial rehabilitation interventions in response to these circumstances. The Michigan Supported Education Research project was unique in using open enrollment for eligible participants from a large urban area and testing the intervention with a true experimental design. The article discusses the appropriateness of supported education as a social work intervention.

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