NMHA Identifies State-of-the-Art
Program For Supported EducationNEW YORK CITYVOICES: June/July/August 2001
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By Becky Roser, Community Technical Specialist, NMHA
The National Mental Health Association (NMHA) has chosen the University of Michigan's Supported Education Community Action Group (SE-CAG) as an exemplary supported education program. Through its Partners in CARE (Community Access Recovery Empowerment) program, NMHA will encourage state and local governments to duplicate this model program as part of their community-based care for individuals with schizophrenia and other serious mental illnesses.
SE-CAG's program helps people with serious mental illness choose and acquire the tools necessary to achieve their post-secondary educational goals and attain their highest potential. Specifically, the program helps students decide on an educational plan, complete courses, reach career goals and cope with problems that students with a psychiatric disability may experience in an educational setting.
One program participant said her biggest barrier to continuing her education was: "… sitting still and also concentration. I was very clumsy. I was just a nervous wreck." The supported education program gave her the assistance she needed. "I find that as I work every day the concentration improves. I was able to get involved even though I was nervous. I was able to benefit from it because I came every day. I had perfect attendance and I was able to motivate others as others motivated me… By going to 'supported ed,' it helped open that door to work toward that degree."
A program graduate said, "When I first became mentally ill I felt really depressed and I felt like I was nothing and could be nothing. And in my recovery, basically through the help and support of Michigan Supported Education, I felt like I could go out and do things. I felt confident within myself. And I felt I could accomplish something within my community if I just work hard enough. And they gave me the drive to go back to school."
Empirical evidence clearly shows that such programs offer benefits to both the participants and their communities. A study done by the University of Michigan found that over 50 percent of students with mental disabilities who actively participated in supported education programs were involved with school, vocational training or employment as compared to only 24 percent of those individuals who did not participate in the program.
The breadth of this program allows for flexibility in communities replicating the model. "The University of Michigan's supported education program offers training on a variety of services and models. Mental Health Associations across the country can choose to replicate the program model that best fits their communities' needs," said Cecelia Vergaretti, NMHA's senior director for community services.
In addition to meeting the key elements required by NMHA's Partners in CARE program, SE-CAG has developed their own set of core principles and values, which include:
Programs and replication sites selected by NMHA are required to be voluntary, culturally competent and empowering, embrace true community integration and a recovery philosophy, and have effective administration and measurable program outcomes.
- Choice is fundamental: Students identify and explore their career interests and, in return, receive support in acquiring the skills and resources to meet their career goals.
- Learning comes in many shapes and sizes: Supported education includes collaborative learning, didactic teaching, vicarious learning and experiential learning.
- Availability of supports: Many supports are necessary for learning. Students are encouraged to maintain relationships with the supported education staff, special student services on campus, case managers, peers, families and residential providers.
- Self-determination: Persons with psychiatric disabilities are involved in the implementation of the program. Students serve as staff, peer mentors, tutors or board members.
- Working towards change: Supported education programs incorporate empowerment strategies such as proactive stances to promote accommodations, collaboration between stakeholders, sharing access to valued resources, non-hierarchical thinking and open communication
- Flexibility: Services are evaluated on an ongoing basis so they can be revised in order to meet the students' needs.
- Coordination: The resources of the educational setting and the community are brought together to work for the benefit of students.
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