Het recreatieve gebruik van lachgas heeft de laatste jaren een grote vlucht genomen. Hoewel incidenteel lachgasgebruik nauwelijks gezondheidsschade geeft, kan langdurig of excessief lachgasgebruik tot neurologische schade leiden. Het viel Amsterdamse zorgcentra en behandelaren op dat met name jonge Marokkaanse en Turkse Nederlanders in stadsdeel Amsterdam Nieuw-West zich meldden met neurologische symptomen, waaronder ernstige verlammingsverschijnselen na problematisch lachgasgebruik. Middels interviews met dertien jonge Marokkaans-Nederlandse gebruikers (19-28 jaar) worden de determinanten van hun problematisch lachgasgebruik belicht, inclusief de relatief lage medisch-psychische zorgvraag bij deze groep gebruikers. Van hen waren zeven jongeren (poly-)klinisch in behandeling voor hun problematische gebruik. De overige zes jongeren waren niet in behandeling, maar gebruikten wel ten minste elke week lachgas.Uit de interviews blijkt dat lachgas wordt gebruikt uit verveling en om psychosociale stress en negatieve gedachten te onderdrukken. Lachgas lijkt een panacee dat verlichting biedt. Andere motieven zijn depressie, discriminatie en conflicten met vrienden of ouders. Door de (taboe)cultuur rond middelengebruik, het wantrouwen, schaamte en machocultuur bij deze groep gebruikers bereikt de hulpverlening pas laat de Marokkaans-Nederlandse problematische lachgasgebruiker. De conclusie is dat het aanbeveling verdient om influencers in te zetten bij campagnes, gericht op de risico’s en behandeling van fors lachgasgebruik. Ook het ‘jongerenwerk’ kan een belangrijke rol spelen in het motiveren van sociaal geïsoleerde gebruikers om medisch-psychische hulp te zoeken.
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.
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