Longitudinal Outcomes of Supported Education Programs for Individuals with Psychiatric Disabilities
DOI:
https://doi.org/10.69980/ajpr.v26i2.100Keywords:
Supported Education, Psychiatric Disabilities, Postsecondary Education, Employment Outcomes, Psychosocial Well-being.Abstract
Background: Persons with psychiatric disabilities face immense challenges with higher learning institution enrollment and completion rates, and these have bearings on their employment outcomes as well as their psychosocial well-being.
Objective: To determine the extent to which supported education programs are effective in the long term in promoting the psychosocial adjustment, employment opportunities, and academic achievement of disabled individuals with psychiatric disorders.
Methods: The study adopted the PRISMA criteria for a systematic review of the literature. The studies included in the review are derived from PubMed, Scopus, Web of Knowledge, and PsycINFO databases from 2014 to 2024. Based on the inclusion criteria, the studies had to assess the long-term outcomes of supported education programs, and treatments on academic achievement, employment, and mental health (minimum follow-up of six months). The relative effectiveness of several supported education program models was also compared. Where necessary, the Z-values, P-values, standard deviation, and mean differences were obtained.
Results: This indicates that SEd participants had higher enrollment, retention, and completion rates of between 40-60%, 75%, and up to 80% respectively as compared to non-participants. Employment outcomes also demonstrated an enhancement as the graduates achieved a higher number of jobs by 25-45%, having full-time work and increasing their income by a range of 20-30%. The positive psychosocial benefits include increased self-esteem, better social adjustment, which was reported at eighty per cent, and a reduction in re-hospitalization rates of thirty to fifty per cent. Mobile services were most effective for patients with severe mental conditions, on-campus supported education programs models had the highest academic retention rate, and hybrid models had the highest satisfaction rate of 88%.
Conclusion: People with psychiatric disorders benefit from supported education programs in terms of psychosocial rehabilitation, employment, and academic performance. The areas that should be addressed in future studies include long-term outcomes, workplace support, and policy-based strategies to enhance supported education programs effectiveness and availability.
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