Supported Employment and Supported Education: Symbiotic Services

Transcription

1 Office1 Supported Employment and Supported Education: Symbiotic Services AMY BANKO, MS, CPRP Agenda Discuss the benefits of post-secondary education Review core components to educational supports Discuss integration of education supports into existing SE services Identify development of youth/ young adult tailored career services Office [2]1 1

2 Employment Outcomes in SE Office [3]1 Individuals enrolled in SE tend to acquire jobs that are: entry level part-time status Pay at or near minimum wage Do not typically offer benefits Office [4]1 Tiered Labor Market Secondary Labor Market Primary Labor Market Lower wages Higher wages/ salary Minimal or no benefits Fringe benefits Limited mobility Mobility Education is not required Emphasis on continued education Less autonomy High rate of turnover / low tenure Increased employee autonomy Job security/ stability 2

3 Benefits of Education Goal of Supporting Education Services aim to help individuals with mental health conditions access and complete post secondary educational goals in order to facilitate people into primary labor market Uses Choose- Get-Keep-Leave model of Services Integrates well with IPS & other supported employment models 3

4 Helping Youth on The Path to Employment (HYPE) Emphasis on career development by means of early entry into post secondary education programs Education is primary vocational pursuit as opposed to rapid job placement Addressing three trajectories of career development for this population Educational path Employment Path Path of personal development Manualized intervention based on integration of employment & education in adult services Goal of HYPE Meet the unique experience and needs of young adults Contribute to the development of vocational opportunities for young people with mental health Office [5]1 conditions Office [8]1 Prevent disability by reducing / eliminating enrollment in SSI among young adults 4

5 Office [6]1 CHOOSE Phase Supported Employment Exploration of employment opportunities, identifying interests, skills & values, identify job titles & employers, informational interviews, job shadowing, research into wages, benefits, & job market surveys. Office [6]1 CHOOSE Phase Education Supports Exploration of careers, identifying interests, skills, & values, identifying educational programs and options, informational interviews, campus tours, exploration of transportation options, online research into wages, benefits, & local job market surveys. 5

6 GET Phase Supported Employment Completing job applications, linkage to resources (clothing, benefits counseling & funding for transportation), symptom management, & assessing / developing job search skills. GET Phase Education Supports Completing admissions applications, linkage to financial aid resources, symptom management, & assessing/ developing academic skills. 6

7 KEEP Phase Supported Employment Individual meetings on or off the job site, review of employment goals, linkage to employer/ community resources, & continuation of skill building. KEEP Phase Education Supports Individual meetings on or off campus, review of academic goals, linkage to campus/ community resources, & continuation of academic skill building. 7

8 Office [7]1 LEAVE Phase Supported Employment Submission of resignation letter, submission of medical leave documentation, benefits counseling & planning, resume building, job search, linkage to community/ employer resources and symptom management. Office [7]1 LEAVE Phase Education Supports Submission of graduation paperwork, submission of medical withdrawal documentation, incomplete requests, financial aid counseling & planning, resume building, job search linkage to community/campus resources and symptom management. 8

9 What have we Learned Education is positively correlated to employment rates, increased earning potential and positions in the primary labor market Individuals with mental health conditions have a high rate of incomplete post secondary education attempts Educational support services specifically address the concerns regarding matriculation Educational supports are complementary to the SE model Services can be formatted to meet the unique needs of youth and young adults in an effort to prevent the development of a disability HYPE Acknowledgements A collaboration between Rutgers University and University of Massachusetts Special thanks to: Dr. Marsha Ellison, Dr. Judy Thompson, Office [5]1 Kathryn Sabella, and all the members of the PAC and Office [8]1 NAC 9

10 Thank you for coming Please contact us: Amy Banko: For more information about HYPE: Michelle G. Mullen: References Hagner, D. (2000). Primary and Secondary Labor Markets: Implications for Vocational Rehabilitation. Rehabilitation Counseling Bulletin, 44(1), 22. Loveland, D., Driscoll, H., & Boyle, M. (2007). Enhancing supported employment services for individuals with a serious mental illness: A review of the literature. Journal Of Vocational Rehabilitation, 27(3), Pratt, C., Gill, K., Barrett, N., & Roberts, M. (2014). Psychiatric rehabilitation. (3rd ed.). New York, NY: Academic Press. United States Bureau of Labor Statistics. (2016). [Graph illustrations of educational attainment and employment] Educational attainment in the united states:2015. Retrieved from 6/demo/p pdf 10