Supported Education Programs (SEPs) support academic reintegration for individuals with SMDs through tailored, multidisciplinary interventions.
Authors
Sadananda Reddy, Assistant Professor, Jindal School of Psychology & Counselling, O.P. Jindal Global University, Sonipat, Haryana, India
Aarti Jagannathan, Psychiatric Social Work, National Institute of Mental Health and Neurosciences Ringgold standard institution, Bengaluru, India
Thomas M Kishore, Psychiatric Social Work, National Institute of Mental Health and Neurosciences Ringgold standard institution, Bengaluru, India
Pascal Philippe Rudin, IFSW, University of Stellenbosch, South Africa
Summary
Purpose: Supported Education Programs (SEPs) are innovative initiatives to empower persons with Severe Mental Disorders (SMDs) to successfully reintegrate into the educational system. The purpose of this study is to determine how, for whom, why, and in what circumstances SEPs help in academic reintegration of persons with SMDs.
Materials and Methods: Realist synthesis was conducted in keeping with the six steps of Realist and Meta narrative Evidence Synthesis Evolving Standards (RAMESES) guidelines by using four databases (PubMed, ProQuest, EBSCO host, OVID). The analysis focused on building an explanatory framework of what works, for whom, in what context, and how in SEPs for people with SMDs.
Results: SEPs were comprehensive and focused on participants’ academic and psychosocial aspects. Mechanisms that worked for the success of SEPs were integrated approaches, bridge programs, augmenting cognitive remediation, psychosocial interventions as part of SEPs, and collaboration with education, health, employment, and rehabilitation–integration of classroom teaching and internship, availability and accessibility of a multidisciplinary team, availability of funding.
Discussion: SEPs are an essential intervention under the ambit of psychosocial rehabilitation for persons with SMDs. This review provides compelling evidence of mechanisms for the effectiveness of SEPs in addressing the multifaceted needs of individuals with SMDs. By fostering academic success, vocational stability, and psychosocial well-being.
Conclusions: SEPs would be delivered through an individualized case management approach. Tailored to each client’s specific context and needs, mechanisms must be implemented to facilitate academic reintegration under contexts.
Published in: Journal of Evidence-Based Social Work (United States)
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