Objective: For more than a decade, an increase in psychiatric disabilities has been reported worldwide among students in postsecondary education. Supported Education (SEd) interventions support students with psychiatric disabilities to return to or remain in education. As not much is known about the effectiveness of SEd, we conducted a systematic review of the research on the effects of SEd on educational functioning, including study success and student satisfaction. Method: The EBSCOhost Complete browser (e.g., ERIC, MEDLINE, PsycARTICLES, PsycINFO, SocINDEX) was used to search for peer-reviewed studies representing effectiveness data on SEd published in English or Dutch/Flemish between 2009 and 2021. The quality of the research was assessed for all studies included. Results: A total number of seven studies were eligible. The results indicated a positive impact of SEd on the educational functioning (e.g., educational attainment, grade point average, comfort with the student role) of students with psychiatric disabilities. In addition, effects on time spent on educational activities, interpersonal skills, and sustained attention/vigilance were found. The quality of the studies appeared to be moderate. Conclusions and Implications for Practice: The limited available evidence suggests the added value of SEd interventions for the educational functioning of students with psychiatric disabilities. Reviewing the effectiveness of SEd was difficult due to differences in the SEd interventions used, the generally small research populations, and differing research designs. To improve the quality of research on this subject, future studies should overcome the identified shortcomings.
De maatschappij moet gastvrijer worden voor mensen die ‘anders’ zijn, of het wordt nooit wat met de vermaatschappelijking. Doortje Kal, pionier van het kwartiermaken: ‘Als de samenleving geen ruimte maakt, kun je ondersteunen tot je een ons weegt'
Always a complex and demanding task, parenthood can be an extra challenge when parents have severe mental illness. Clients with children may experience extra stress, feelings of uncertainty, and a lack of energy. They may have difficulty in talking about their disabilities with their children. Often, there are struggles with limited material resources and stigma or grief over the loss of having direct custody of their children. In all these situations, clients need support in interacting and communicating with their children in ways that benefit both parties. However, although there is a growing awareness of the needs of these clients and of parental responsibility for the children involved, the parental role is seldom a topic in mental health care. Within the field of rehabilitation, although there is considerable professional literature on skills training and experience in helping clients to realize personal goals in the areas of work, education, living arrangements, and social contacts, there are few or no tools to support clients who wish to strengthen their parenting skills.
