1. NYC Dept of Health & Mental Hygiene: Supported Education Training Initiative
Michelle G. Mullen, MS, CRC, CPRP
Brittany Stone, MS, CRC, CPRP
Department of Psychiatric Rehabilitation
February 13, 2015

2. Another Round of Introductions
Brief Introductions
Staff Survey

3. By the end of today, you should be able to:
Explain the difference in the historical models and current approaches to SEd
Describe the barriers that students experience
Articulate the service elements that compose SEd services
Discuss the critical ingredients to high quality services

4. First things First: Language
The main way we express our beliefs and thoughts are through language…please be mindful both in this room as well as in your practice.
People, regardless of disability status, are people first and it should be reflected in your language.
Hope and the belief that change is possible are articulated and solidified through what we say and what we do…please take it seriously.
Elyn Saks

5. Let’s Discuss…
What is the role of the Supported Education Practitioner? What are the duties of a SEd Practitioner? How do you know when a SEd Practitioner is successful? How do you know when a SEd Practitioner is unsuccessful?

6. Supported Education: Historic & Current Models

7. What is Supported Education (SEd)?
“Education in integrated settings for people with severe psychiatric disabilities for whom postsecondary education has been interrupted or intermittent as a result of a severe psychiatric disability and who, because of their [impairment], need ongoing support services to be successful in the education environment.”
Unger, 1990
Pat Deegan tells her story...

8. Historic Models Self contained classroom:
Career planning and skill building
On-site:
Uses resources already available on campus
Mobile:
Provides support on or off campus
Unger, 1990

9. Mowbray’s Models Introduced
In a 2003 survey of SEd providers, Mowbray, Megivern, & Holter (2003) found that Unger’s classification of SEd programs are not as helpful now as they were during the development of SEd
Three new models have developed:
Clubhouse- full
Clubhouse- partial
On-site
Freestanding
(Mowbray, Megivern, & Holter, 2003)

10. Clubhouse- Full Model Found in clubhouse- type MH settings
Typically has an in-house education unit offering individual counseling:
Application to schools, financial aid, registration and development of ed plan
Provides orientation to campus, ed coaching, provides mobile support or classroom prep
Could offer mentor or tutors, educational software, computers/ or training, scholarship of payment of fees, group supports, transportation, group preparation, and/ or recruitment or outreach

11. Clubhouse- Partial
Has an orientation for individuals to pursue postsecondary education or training
Individual counseling usually with one other service, typically:
Tutoring, mentoring or support groups
Services vary and are not standardized

12. On-site model
Based in a postsecondary institution that specifically serves students with psychiatric impairments
Must have an office on one or more of it’s campuses that has at least one service specifically for students with MI and/ or specialized staff

13. Freestanding Model
Amalgam of other services that offers certain components of their services on campus or provides mobile services
Also providing services at the agency
Besides offering individual counseling this model typically offers 2 more services

14. (Mullen, in preparation)
Current Approaches
Preparatory Educational Services (PES)
Assist people in preparing to go to school
Self-contained classrooms, psychosocial programs (MH based)
Exploration & resolving ambivalence to pursue vocational goals
Community-based Supported Education (CSEd)
Full continuum services of helping people to prepare for pursuing their educational goal to active support in achieving their educational goals
Mental health based programs
Postsecondary-based Supported Education (PSEd)
Provides support to enrolled/ matriculated students
College/ education program based
(Mullen, in preparation)

15. Guiding Principles of CSEd
Employment focused:
I want to go to school to become a nurse.
Postsecondary education
Anything after high school: includes training, certification, vocational-technical programs, and degree granting programs
Connection to outside resources if GED is required
Community-based
Student-centered
Flexible & on-going support
Advocacy
Recovery
Wellness

16. Additional Principles for Developing SEd Programs
Integration into normalizing social & interpersonal environments
Access to all resources on campus- including leisure & recreational
Focus on educational skill building
Exploration of vocational interests
Support to manage multiple academic demands including academic systems, stress, & developing natural supports
Connection to peer support
Mowbray et al., 1993, pp

17. Let’s Take a Break….

18. For the general college student population:
What are the barriers?
What types of supports do students have?
Where do they find these supports?
These are the questions that will frame the rest of our discussion.

19. Are There Any Differences for Students with Psychiatric Disabilities?

20. Barriers Frequently Associated with Students with Psychiatric Disabilities
Financial need
Lack of academic skills
Organizing Information
Taking notes
Concentrating in class
Prioritizing tasks
Studying for exams
Memorizing information
Managing psychiatric condition
Issues with socialization
(Mullen-Gonzalez et al., 2011; Murphy, Mullen & Spagnolo, 2005)

21. Ambivalence & Hopelessness
Invisible Barriers
Ambivalence & Hopelessness
Introduce the two concepts– this is brief minutes. Ambivialence could be our greatest nemesis or greatest ally- we just need to know what to do.
If not targeted, peole will stay stuck forever. Talk about is it possible and positive. The idea of not forcing change but cultivating change– developing discrepenancy, eliciting change talk– all concepts we will talk more about in Day 3.

22. General Overview of SEd Services

23. Choose- Get- Keep- Leave
Choose- client/ student evaluates what school is the right fit for them
Get- client/ student fills the requirements for entrance into that school
Keep- student identifies what s/he will have to do or get to be satisfied and successful in that school
Leave- graduation or time to take a break from school

24. C-G-K-L: A periodic review
For use in every semester
Choose the classes every semester
Get those classes (early registration!!!)
Keep those classes (?)
Stop out versus drop out
A choice after add/drop is over
Withdrawal looks better than an F
May minimize the impact on financial aid/grades

25. Three Prongs to Effective Service
Skill Development: Day VI
Functional Assessment
Resource Development: Day VII
Resource Assessment
Accommodation & Assistive Technology Education/Advocacy: Day VIII
Disability Services

26. Practitioner Traits, Critical Elements, & Quality Services

27. Practitioner Traits Organized Prepared Knowledgeable
School policies, vocational options, financial aid
Thoughtful: do not act too quickly with little info
Anticipates student & academic issues
Critical Skills
Necessary Resources
Flexible
Strong Follow-through skills

28. Critical Elements of Service
Student Organization
Physically organized
Time/ Task management
Accommodation Education
Assessment & Advisement (get to this later)
Smart Study Strategies
Note-taking Development

29. Quality Services Set up regular scheduled meetings with students
Remember continuity of service (care)– get integrated
Be consistent: do not cancel appointments
If the person is new, understand their educational & vocational history: barriers & supports
Remember you do not screen out students, schools do….

30. Okay, so….this is where we usually stop
What were the three concepts you feel most confident in knowing?
What are the three areas that you still have questions about?
Next Training from 10-4:
Michelle: February 26 Brittany: February 17
Please find at least three community GED resources:
Each agency will submit the list to their trainer, please include:
Name of the service, location, website, contact person (if known)