OBJECTIVE: This study examined outcomes of the first four years (2005-2009) of the Bridge Program, an occupational therapy (OT) program that incorporates principles of supported education and supported employment. This program was developed to assist individuals with mental illness to achieve higher education and employment goals. PARTICIPANTS: Forty-eight adult participants with various mental health diagnoses. METHODS: A quantitative one-group pretest-posttest survey design and posttest qualitative focus groups were used. RESULTS: Participants enrolled in higher education increased from 7 to 11 (pretest=15%; posttest=23%), participants employed increased from 5 to 19 (pretest=10%; posttest=40%), and the combined category of higher education/employment increased from 12 to 30 (pretest=25%; posttest=63%) Statistical significance was achieved from pre to posttest in the employment sample (p<0.000), and in the combined sample of higher education/employment (p< 0.000), but was not achieved in the higher education sample from pre to posttest (p=0.125). CONCLUSIONS: Quantitative and qualitative results support that an OT program incorporating principles of supported education and employment can assist individuals with mental illness to achieve higher education and employment goals. Results also outlined items participants found to be supports and barriers to achieving goals.
OBJECTIVE: This study examined outcomes of the first four years (2005-2009) of the Bridge Program, an occupational therapy (OT) program that incorporates principles of supported education and supported employment. This program was developed to assist individuals with mental illness to achieve higher education and employment goals. PARTICIPANTS: Forty-eight adult participants with various mental health diagnoses. METHODS: A quantitative one-group pretest-posttest survey design and posttest qualitative focus groups were used. RESULTS:Participants enrolled in higher education increased from 7 to 11 (pretest=15%; posttest=23%), participants employed increased from 5 to 19 (pretest=10%; posttest=40%), and the combined category of higher education/employment increased from 12 to 30 (pretest=25%; posttest=63%) Statistical significance was achieved from pre to posttest in the employment sample (p<0.000), and in the combined sample of higher education/employment (p< 0.000), but was not achieved in the higher education sample from pre to posttest (p=0.125). CONCLUSIONS: Quantitative and qualitative results support that an OT program incorporating principles of supported education and employment can assist individuals with mental illness to achieve higher education and employment goals. Results also outlined items participants found to be supports and barriers to achieving goals.
Entities:
Keywords:
Occupational therapy; occupation; psychiatric disorders; supported education; work