EFFECTIVENESS OF SUPPORTED EDUCATION FOR INDIVIDUALS WITH PSYCHIATRICDISABILITIES - RESULTS FROM AN EXPERIMENTAL-STUDY

In recent years post-secondary education has been recognized as a viab le option in the psychosocial rehabilitation of individuals with menta l illness. This study reports the first evidence of effectiveness of a supported education demonstration project which used an experimental design to compare the effects of different model types. A total of 397 participants were assigned to one of three conditions: group, classro om, and individual (control). At graduation from the program significa nt differences in program participation rates were found; group member s participated most, followed by classroom participants, then those as signed to the individual condition. Also, immediate, intermediate, and long term outcomes were examined. On four immediate outcomes (motivat ion, satisfaction, enjoyment, and learning) significant participation effects were found thigh participants scoring highest, followed by mod erate participants, and then non-participants). On two intermediate ou tcome (empowerment and school efficacy) condition differences were fou nd (classroom scoring highest followed by group, then individual). Alt hough no condition differences were found on behavioral outcomes, the percentage of individuals enrolled in school or vocational education w as more than twice that reported at baseline. Overall, the results dem onstrated success in engaging participants, affecting self-perceptions , and increasing enrollment in post-secondary education.