NYC Dept of Health Mental Hygiene Supported

NYC Dept of Health & Mental Hygiene: Supported Education Training Initiative Michelle G. Mullen, MS, CRC, CPRP Brittany Stone, MS, CRC, CPRP Department of Psychiatric Rehabilitation February 13, 2015 Rutgers, The State University of New Jersey 1

Another Round of Introductions Rutgers, The State University of New Jersey 2

By the end of today, you should be able to: n Explain the difference in the historical models and current approaches to SEd n Describe the barriers that students experience n Articulate the service elements that compose SEd services n Discuss the critical ingredients to high quality services Department of Psychiatric Rehabilitation & Counseling Professions 3

First things First: Language • The main way we express our beliefs and thoughts are through language…please be mindful both in this room as well as in your practice. • People, regardless of disability status, are people first and it should be reflected in your language. • Hope and the belief that change is possible articulated and solidified through what we say and what we do…please take it seriously. Elyn Saks Department of Psychiatric Rehabilitation & Counseling Professions

Let’s Discuss… What is the role of the Supported Education Practitioner? What are the duties of a SEd Practitioner? How do you know when a SEd Practitioner is successful? How do you know when a SEd Practitioner is unsuccessful? Department of Psychiatric Rehabilitation & Counseling Professions 5

Supported Education: Historic & Current Models Rutgers, The State University of New Jersey 6

What is Supported Education (SEd)? • “Education in integrated settings for people with severe psychiatric disabilities for whom postsecondary education has been interrupted or intermittent as a result of a severe psychiatric disability and who, because of their [impairment], need ongoing support services to be successful in the education environment. ” Unger, 1990 Pat Deegan tells her story. . . Department of Psychiatric Rehabilitation & Counseling Professions 7

Historic Models • Self contained classroom: – Career planning and skill building • On-site: – Uses resources already available on campus • Mobile: – Provides support on or off campus Unger, 1990 Department of Psychiatric Rehabilitation & Counseling Professions 8

Mowbray’s Models Introduced • In a 2003 survey of SEd providers, Mowbray, Megivern, & Holter (2003) found that Unger’s classification of SEd programs are not as helpful now as they were during the development of SEd • Three new models have developed: – Clubhouse- full – Clubhouse- partial – On-site – Freestanding (Mowbray, Megivern, & Holter, 2003) Department of Psychiatric Rehabilitation & Counseling Professions 9

Clubhouse- Full Model • Found in clubhouse- type MH settings • Typically has an in-house education unit offering individual counseling: – Application to schools, financial aid, registration and development of ed plan – Provides orientation to campus, ed coaching, provides mobile support or classroom prep – Could offer mentor or tutors, educational software, computers/ or training, scholarship of payment of fees, group supports, transportation, group preparation, and/ or recruitment or outreach Department of Psychiatric Rehabilitation & Counseling Professions 10

Clubhouse- Partial • Has an orientation for individuals to pursue postsecondary education or training • Individual counseling usually with one other service, typically: – Tutoring, mentoring or support groups • Services vary and are not standardized Department of Psychiatric Rehabilitation & Counseling Professions 11

On-site model • Based in a postsecondary institution that specifically serves students with psychiatric impairments • Must have an office on one or more of it’s campuses that has at least one service specifically for students with MI and/ or specialized staff Department of Psychiatric Rehabilitation & Counseling Professions 12

Freestanding Model • Amalgam of other services that offers certain components of their services on campus or provides mobile services • Also providing services at the agency • Besides offering individual counseling this model typically offers 2 more services Department of Psychiatric Rehabilitation & Counseling Professions 13

Current Approaches • Preparatory Educational Services (PES) – Assist people in preparing to go to school – Self-contained classrooms, psychosocial programs (MH based) – Exploration & resolving ambivalence to pursue vocational goals • Community-based Supported Education (CSEd) – Full continuum services of helping people to prepare for pursuing their educational goal to active support in achieving their educational goals – Mental health based programs • Postsecondary-based Supported Education (PSEd) – Provides support to enrolled/ matriculated students – College/ education program based Department of Psychiatric Rehabilitation & Counseling Professions 14 (Mullen, in preparation)

Guiding Principles of CSEd • Employment focused: – I want to go to school to become a nurse. • Postsecondary education – Anything after high school: includes training, certification, vocational-technical programs, and degree granting programs – Connection to outside resources if GED is required • • • Community-based Student-centered Flexible & on-going support Advocacy Recovery Wellness Department of Psychiatric Rehabilitation & Counseling Professions 15

Additional Principles for Developing SEd Programs • Integration into normalizing social & interpersonal environments • Access to all resources on campus- including leisure & recreational • Focus on educational skill building • Exploration of vocational interests • Support to manage multiple academic demands including academic systems, stress, & developing natural supports • Connection to peer support Mowbray et al. , 1993, pp 133 -134 Department of Psychiatric Rehabilitation & Counseling Professions 16

Let’s Take a Break…. Rutgers, The State University of New Jersey 17

For the general college student population: n What are the barriers? n What types of supports do students have? n Where do they find these supports? These are the questions that will frame the rest of our discussion. Department of Psychiatric Rehabilitation & Counseling Professions

Are There Any Differences for Students with Psychiatric Disabilities? Rutgers, The State University of New Jersey

Barriers Frequently Associated with Students with Psychiatric Disabilities • • • Financial need Lack of academic skills Organizing Information Taking notes Concentrating in class Prioritizing tasks Studying for exams Memorizing information Managing psychiatric condition Issues with socialization (Mullen-Gonzalez et al. , 2011; Murphy, Mullen & Spagnolo, 2005) Department of Psychiatric Rehabilitation & Counseling Professions

INVISIBLE BARRIERS Ambivalence & Hopelessness Department of Psychiatric Rehabilitation & Counseling Professions 21

General Overview of SEd Services Rutgers, The State University of New Jersey 22

Choose- Get- Keep- Leave • Choose- client/ student evaluates what school is the right fit for them • Get- client/ student fills the requirements for entrance into that school • Keep- student identifies what s/he will have to do or get to be satisfied and successful in that school • Leave- graduation or time to take a break from school Department of Psychiatric Rehabilitation & Counseling Professions

C-G-K-L: A periodic review • For use in every semester – Choose the classes every semester – Get those classes (early registration!!!) – Keep those classes (? ) • Stop out versus drop out – A choice after add/drop is over – Withdrawal looks better than an F – May minimize the impact on financial aid/grades Department of Psychiatric Rehabilitation & Counseling Professions

Three Prongs to Effective Service • Skill Development: Day VI – Functional Assessment • Resource Development: Day VII – Resource Assessment • Accommodation & Assistive Technology Education/Advocacy: Day VIII – Disability Services Department of Psychiatric Rehabilitation & Counseling Professions

Practitioner Traits, Critical Elements, & Quality Services Rutgers, The State University of New Jersey 26

Practitioner Traits • Organized • Prepared • Knowledgeable – School policies, vocational options, financial aid • Thoughtful: do not act too quickly with little info • Anticipates student & academic issues – Critical Skills – Necessary Resources • Flexible • Strong Follow-through skills Department of Psychiatric Rehabilitation & Counseling Professions 27

Critical Elements of Service • Student Organization – Physically organized – Time/ Task management • Accommodation Education – Assessment & Advisement (get to this later) • Smart Study Strategies • Note-taking Development Department of Psychiatric Rehabilitation & Counseling Professions 28

Quality Services • Set up regular scheduled meetings with students • Remember continuity of service (care)– get integrated • Be consistent: do not cancel appointments • If the person is new, understand their educational & vocational history: barriers & supports • Remember you do not screen out students, schools do…. Department of Psychiatric Rehabilitation & Counseling Professions

Okay, so…. this is where we usually stop • What were three concepts you feel most confident in knowing? Next Training from 10 -4: Michelle: February 26 • What are three areas that you still have questions about? Brittany: February 17 Please find at least three community GED resources: Each agency will submit the list to their trainer, please include: Name of the service, location, website, contact person (if known) Department of Psychiatric Rehabilitation & Counseling Professions 30