De Generieke Module Vaktherapie wordt momenteel herzien tot Zorgstandaard Vaktherapie en daarmee zijn ook de transdiagnostische factoren nader onder de loep genomen. Het denken in termen van deze factoren is sterk in ontwikkeling en er zijn verschillende visies en definities te vinden in de literatuur. Dit roept regelmatig verwarring en discussies op. Hoe kunnen we voorkomen dat we door de bomen het bos niet meer zien? In dit artikel doen we een poging om eenduidigheid te creëren waarmee we hopen verdere ontwikkeling te bevorderen.
People with psychiatric disabilities frequently experience difficulties in pursuing higher education. For instance, the nature of their disability and its treatment, stigmatization and discrimination can be overwhelming obstacles. These difficulties can eventually lead to early school leaving and consequently to un- or underemployment. Unfortunately, support services for (future) students with psychiatric disabilities are often not available at colleges and universities or at mental health organizations.For the social inclusion and (future) labor opportunities of people with psychiatric disabilities it is of the utmost importance that they have better access to higher education, and are able to complete such study successfully. Supported Education is a means to reach these goals. Supported Education is defined as the provision of individualized, practical support and instruction to assist people with psychiatric disabilities to achieve their educational goals (Anthony, Cohen, Farkas, & Gagne, 2002).The main aim of the ImpulSE project (see Appendix 1 for information about the project's organization) was the development of a toolkit for Supported Education services for (future) students with psychiatric disabilities. The toolkit is based upon needs and resources assessments from the four participating countries, as well as good practices from these.Secondly, a European network of Supported Education (ENSEd) is initiated, starting with a first International Conference on Supported Education. The aim of ENSEd is to raise awareness in the EU about the educational needs of (future) students with psychiatric disabilities and for services that help to remove the barriers for this target group.The toolkit is aimed at students’ counselors, trainers, teachers and tutors, mental health managers and workers, and local authority officials involved in policymaking concerning people with psychiatric disabilities. It enables field workers to improve guidance and counseling to (future) students with psychiatric disabilities, supporting them in their educational careers.In the Netherlands alone, it is estimated that six per cent of the total student population suffers from a psychiatric disability—that is, a total of 40,000 students. On a European scale, the number of students with a psychiatric disability is therefore considerably high. We hope that through the project these students will be better empowered to be successful in their educational careers and that their chances in the labor market and their participation in society at large will be improved.
MULTIFILE
BackgroundSubstance use disorders (SUDs) are prevalent in the general population, tend to follow a chronic course, are associated with many individual and social problems, and often have their onset in adolescence. However, the knowledge base from prospective population surveys and treatment-outcome studies on the course of SUD in adolescents is limited at best. The present study aims to fill this gap and focuses on a subgroup that is particularly at risk for chronicity: adolescents in addiction treatment. We will investigate the rate of persistent SUD and its predictors longitudinally from adolescence to young adulthood among youth with DSM-5 SUD from the start of their addiction treatment to 2 and 4 years following treatment-entry. In addition to SUD, we will investigate the course of comorbid mental disorders, social functioning, and quality of life and their association with SUD over time.Methods/designIn a naturalistic, multi-center prospective cohort design, we will include youths (n = 420), who consecutively enter addiction treatment at ten participating organizations in the Netherlands. Inclusion is prestratified by treatment organization, to ensure a nationally representative sample. Eligible youths are 16 to 22 years old and seek help for a primary DSM-5 cannabis, alcohol, cocaine or amphetamine use disorder. Assessments focus on lifetime and current substance use and SUD, non-SUD mental disorders, family history, life events, social functioning, treatment history, quality of life, chronic stress indicators (hair cortisol) and neuropsychological tests (computerized executive function tasks) and are conducted at baseline, end of treatment, and 2 and 4 years post-baseline. Baseline data and treatment data (type, intensity, duration) will be used to predict outcome – persistence of or desistance from SUD.DiscussionThere are remarkably few prospective studies worldwide that investigated the course of SUD in adolescents in addiction treatment for longer than 1 year. We are confident that the Youth in Transition study will further our understanding of determinants and consequences of persistent SUD among high-risk adolescents during the critical transition from adolescence to young adulthood.Trial registrationThe Netherlands National Trial Register Trial NL7928. Date of registration January 17, 2019.
Waar eenzaamheid onder ouderen en de bestrijding ervan al langere tijd een bekend en erkend maatschappelijk vraagstuk is, geldt dit voor eenzaamheid onder studenten niet. Pas recentelijk ontstaat er (wetenschappelijke) interesse voor dit onderwerp. Studenten die eenzaamheid ervaren lopen het risico op een verminderd welbevinden, minder goed participeren in het onderwijs (met mogelijk vertraging en/of uitval als gevolg) en hebben een vergrote kans op andere mentale problemen, zoals stemmings- of angststoornissen en lichamelijke klachten (zoals een hoge bloeddruk en diabetes). Samen met studenten en relevante partijen, zoals het studentendecanaat van de Hanzehogeschool, wordt een interventie ontwikkeld, uitgevoerd en geëvalueerd die studenten helpt eenzaamheid te bespreken en te verminderen.
