INTRODUCTION: Most supported education studies stop at discussing the academic problems of students with severe mental diseases (SMDs) without going into testing of appropriate and culturally relevant supported education interventions required for academic reintegration of students with SMDs. In this context, the researcher felt the need to test the feasibility of a need-based supported education programme (SEP) for students with SMDs to help them achieving higher education goals. METHODOLOGY: This study was reviewed and approved by the Institute's Ethics Committee (NIMHANS) and it was also registered in the Clinical Trials Registry - India (CTRI): CTRI/2018/07/014828. The study used mixed (qualitative and quantitative) research methodology with a combined approach of Action Research and Case Study in providing SEP to students with SMDs. Fourteen (n = 14) students who enrolled into the SEP were assessed on their self-esteem, sense of mastery, helping factors, needs and outcomes met from SEP. The SEP was provided for up to a maximum of 1 year based on the academic reintegration needs of the student. RESULTS: The results indicated that there was a significant reduction in hindering factors (χ2 = 9.41, p < .01) and increase in helping factors (χ2 = 6.49, p < .05) and self-esteem (χ2 = 10.3, p < .01) over the period of 1 year of the study. Qualitative results further reiterated increase in helping factors along with positive outcomes such as enhanced primary and secondary support, reasonable accommodation at academic institutions, individual behavioural changes in academics and increased awareness and knowledge about mental illness and welfare benefits. CONCLUSION: The SEP was found to be feasible qualitatively and quantitatively in helping the students with SMDs to reintegrate into academics, improving their self-esteem, reducing their hindering factors, and improving their support system and helping factors.
INTRODUCTION: Most supported education studies stop at discussing the academic problems of students with severe mental diseases (SMDs) without going into testing of appropriate and culturally relevant supported education interventions required for academic reintegration of students with SMDs. In this context, the researcher felt the need to test the feasibility of a need-based supported education programme (SEP) for students with SMDs to help them achieving higher education goals. METHODOLOGY: This study was reviewed and approved by the Institute's Ethics Committee (NIMHANS) and it was also registered in the Clinical Trials Registry - India (CTRI): CTRI/2018/07/014828. The study used mixed (qualitative and quantitative) research methodology with a combined approach of Action Research and Case Study in providing SEP to students with SMDs. Fourteen (n = 14) students who enrolled into the SEP were assessed on their self-esteem, sense of mastery, helping factors, needs and outcomes met from SEP. The SEP was provided for up to a maximum of 1 year based on the academic reintegration needs of the student. RESULTS: The results indicated that there was a significant reduction in hindering factors (χ2 = 9.41, p < .01) and increase in helping factors (χ2 = 6.49, p < .05) and self-esteem (χ2 = 10.3, p < .01) over the period of 1 year of the study. Qualitative results further reiterated increase in helping factors along with positive outcomes such as enhanced primary and secondary support, reasonable accommodation at academic institutions, individual behavioural changes in academics and increased awareness and knowledge about mental illness and welfare benefits. CONCLUSION: The SEP was found to be feasible qualitatively and quantitatively in helping the students with SMDs to reintegrate into academics, improving their self-esteem, reducing their hindering factors, and improving their support system and helping factors.
Entities:
Keywords:
Supported education; feasibility testing; severe mental disorders; students