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Supported Employment and

Supported Education: Symbiotic Services

AMY BANKO, MS, CPRP

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Agenda

Discuss the benefits of post-secondary education Review core components to educational supportsDiscuss integration of education supports into existing SE services Identify development of youth/ young adult tailored career services

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Employment Outcomes in SE 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

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Tiered Labor Market

Secondary Labor MarketLower wages

Minimal or no benefits

Limited mobility

Education is not required

Less autonomy

High rate of turnover / low tenure

Primary Labor Market Higher wages/ salary

Fringe benefits

Mobility

Emphasis on continued education

Increased employee autonomy

Job security/ stability

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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 ServicesIntegrates well with IPS & other supported employment models

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Helping Youth on The Path to Employment (HYPE)

Emphasis on career development by means of early entry into post secondary education programsEducation 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 conditions

Prevent disability by reducing / eliminating enrollment in SSI among young adults

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CHOOSE Phase

Supported EmploymentExploration of employment opportunities, identifying interests, skills & values, identify job titles & employers, informational interviews, job shadowing, research into wages, benefits, & job market surveys.

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CHOOSE Phase

Education SupportsExploration 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.

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GET Phase

Supported EmploymentCompleting job applications, linkage to resources (clothing, benefits counseling & funding for transportation) , symptom management , & assessing / developing job search skills.

GET Phase

Education SupportsCompleting admissions applications, linkage to financial aid resources , symptom management, & assessing/ developing academic skills.

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KEEP Phase

Supported EmploymentIndividual meetings on or off the job site, review of employment goals, linkage to employer/ community resources, & continuation of skill building.

KEEP Phase

Education SupportsIndividual meetings on or off campus, review of academic goals, linkage to campus/ community resources, & continuation of academic skill building.

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LEAVE Phase

Supported EmploymentSubmission of resignation letter, submission of medical leave documentation, benefits counseling & planning, resume building, job search, linkage to community/ employer resources and symptom management.

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LEAVE Phase

Education SupportsSubmission 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.

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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 attemptsEducational 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, Kathryn Sabella, and all the members of the PAC and NAC

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Thank you for coming

Please contact us:

Amy Banko: Amy.Banko@Bridgewayinc.com

For more information about HYPE:

Michelle G. Mullen: michelle.mullen@rutgers.edu

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), 177- 189. 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 https://www.census.gov/content/dam/Census/library/publications/2016/demo/p20-578.pdf