Search results for ‘Subject term:"mental health problems"’ Sort:
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Understanding the policy context for supporting students with psychiatric disabilities in higher education
- Authors:
- COLLINS Mary Elizabeth, MOWBRAY Carol T.
- Journal article citation:
- Community Mental Health Journal, 41(4), August 2005, pp.431-450.
- Publisher:
- Springer
This American study was designed to examine the policy context in which states and educational institutions address needs of individuals with psychiatric disabilities to attend and succeed in postsecondary education. In 10 selected states, telephone interviews were conducted with key informants in state agencies of mental health, vocational rehabilitation, and higher education, as well as representatives of state-level advocacy organizations. Additionally, a search of websites relevant to state policy was conducted. The findings identify factors that facilitate and inhibit the development of policy and programs supportive of students with psychiatric disabilities. Facilitating factors include a strong community college system, progressive philosophy of the state mental health agency, and interest of consumers and the advocacy community. Inhibiting factors include political and budgetary uncertainty, competing priorities in the mental health system, emphasis on a medical rather than rehabilitative model, regulations of the VR system, and lukewarm enthusiasm of the advocacy community. Implications for community mental health services are included, particularly related to further policy development in support of students with psychiatric disabilities.
Supported education for adults with psychiatric disabilities: an innovation for social work and psychosocial rehabilitation practice
- Authors:
- MOWBRAY Carol T., et al
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 50(1), January 2005, pp.7-20.
- Publisher:
- Oxford University Press
Discusses supported education (SEd), one of the newest pyschosocial rehabilitation (PSR) models for adults with mental illness. Its mission, principles and service components are presented, reflecting its basis in PSR practice. Evidence of the effectiveness of supported education based on research and evaluation studies is provided. Concludes with a discussion of why PSR and SEd are important to social work and how social workers can effectively use this evidence-based practice to maximise opportunities for consumers with a mental illness.
A Fidelity Rating Instrument for Consumer-Run Drop-in Centers (FRI-CRDI)
- Authors:
- MOWBRAY Carol T., et al
- Journal article citation:
- Research on Social Work Practice, 15(4), July 2005, pp.278-290.
- Publisher:
- Sage
This study aimed to develop, apply, and assess the reliability of a fidelity rating instrument for consumer-operated services. Based on observations, documents, and director interviews from 31 consumer-run drop-in centers in Michigan, a scale measuring fidelity to pre-established criteria and rated each center on scale items was developed. A second study examined the interrater reliability of the measure. Scale scores on the 31 centers showed substantial heterogeneity on the majority of the criteria. The fidelity rating scale demonstrated satisfactory interrater reliability on most items. The fidelity rating instrument is ready to be used by social work researchers evaluating consumer-operated services. Furthermore, social work researchers can use similar methods with other innovative services that should be evaluated but currently lack standards and fidelity criteria.
Living arrangements and social support: effects on the well-being of mothers with mental illness
- Authors:
- MOWBRAY Carol T., et al
- Journal article citation:
- Social Work Research, 29(1), March 2005, pp.41-55.
- Publisher:
- Oxford University Press
Examines the effects of living arrangements on the well-being of mothers with a serious mental illness in the USA. Analyses of data from a National Institute of Mental Health-funded study of an urban, primarily African American sample of 379 mothers with mental illness revealed few differences in parenting or social functioning between mothers living with their children and a spouse or partner and those living with their children only. However, mothers living with their children and extended family had significantly better outcomes than women in the other two living arrangements. Structural equation modeling analyses indicated that living with relatives significantly related to mothers' well-being (social functioning and parenting) above and beyond relatives' provision of social support. Multilevel modeling revealed racial differences in the effects of living with relatives on functioning and parenting stress: Effects were positive for African American mothers but mixed for white American mothers.