THRIVING IN POST-SECONDARY EDUCATION

SUPPORTED EDUCATION

FOR INDIVIDUALS WITH

MENTAL HEALTH ISSUES

RECOVERY

The concept of recovery in mental health refers to living a satisfying, hopeful and contributing life even when faced with limitations caused by mental health problems and issues.

Education is an important part in the recovery process- providing choices, better work/career opportunities, and can be therapeutic.

Mental Health Conditions:

Affective Disorders: Major Depression, Bipolar Disorder

Anxiety Disorders: Panic disorder, social phobia, generalized anxiety disorder, obsessive compulsive disorder, post-traumatic stress disorder

Schizophrenic Disorders: Schizophrenia, Psychotic disorder, Schizoaffective Disorders

Eating Disorders Substance Use Disorders Personality Disorders

Framework for Success Supported Education Services have been identified in

MH to be promising practices in helping folks achieve their education goals.

Refers to the individualized specialized supports and services to assist each person to be successful in their academic study

Core elements are: strength-based assessment, career planning, academic survival skill building, connection to disability supports on campus, and connection to MH supports and services

Identification of readiness: MH stability, timing, wellness plan, supports in place, previous experience/knowledge of academic demands, commute, financial situation, part-time vs. fulltime, learning strengths/needs, prepare and plan

promising practices in helping folks achieve their education goals

Check-list of considerations: stabilization, timing, previous experience, knowledge of demands of academic life, commute,

Strength- based assessment: learning strengths, challenges, wellness plan, supports,

Identification of

Strength-based assessment includes 6 dimensions: Focus on individuals’ strengths rather than pathology-

personal attributes, talents and skills, environmental strengths/supports, interests and aspirations

Personal recovery/coping style- task or process-oriented, cognitive vs. emotional

Current stage of recovery process; acute/crisis, post-traumatic, stocking taking, re-building, reaching out and consolidation

Family and social networks- interactions Community Resources- church, neighbourhood Disability , impairment, insight, reversed or accepted?“Rapp and Goscha ( Strengths- Model) 2006”

Supported Education Toolkit

Higher Education Support Toolkit Developed from Boston University Center for Psychiatric Rehabilitation 2009. This toolkit is helpful to:

Identify common difficulties experienced by students e.g. Student self-assessment inventories

Consider strategies and accommodations – specifically for students with mental health issues

Provides staff with a guide to psychiatric disorders, related difficulties, explore options and possible actions

Student Self-Assessment Checklist: Psychosocial skills Communication skills Behaviour Perception Relationships Thinking and Learning Medication Self-care Emotions Treatment Needs Resource Needs

Possible Accommodations

Tape record class Note taker Pre-arranged breaks Preferential registration Preferential seating Flexible withdrawal dates Reduced course load

(but maintain full-time status)

Use scribe, reader, or word processor for exams

Beverages in class

Take exam in quiet space Noise buffers Extra time for exams and

assignments Obtain copies of

instructor’s lecture notes Provide regular feedback

to student Access to proof-reading /

editing service Academic coach or tutor

Processing Speed Impairment

Recommendations for student: Focus on subjects not heavily dependent on time limit Set aside appropriate time to complete tasks

Possible Accommodations: Permission to record lectures Extra time to take exams

Impaired Attention / Concentration

Recommendations for student: Get to class early Sit at front of class Schedule classes at preferred time of day Do homework in shorter sittings Keep a scheduler / day planner Schedule rest breaks between classes Exercise before class

Possible Accommodations: Tape recorder or note taker Take tests in a separate room / distraction-reduced

environment

Fatigue / Decreased Stamina

Recommendations for students: Schedule courses at preferred time Ensure rest time between courses Exercise before class

Possible accommodations: Decreased course load w/o losing full-time status Preferential registration date

Impaired Learning / Memory

Recommendations for students: Write things down: journal and day planner Learning to categorize, rehearse, visualize, and chunk

information Depth of processing (understanding vs. memorization) Multi-modal learning (i.e. written, oral, visual) Study Skills course

Possible accommodations: Receive verbal and written instructions Permission to tape record lectures / note taker / borrow

notes Provide opportunity for student to clarify instructions /

concepts

Restlessness

Recommendations for students: Get to class early and find appropriate seat Exercise before class Schedule breaks between classes

Possible accommodations: Pre-arranged breaks during class Allow student to doodle, use stress ball, etc.

Panic Attacks

Recommendations for students: Get to class early / sit near door Keep cold water: apply to hands or face as needed If frequent, inform instructor at beginning of course Learn relaxation strategies (e.g. deep breathing,

grounding techniques) Possible accommodations:

Permission to leave classroom if panic attack occurs Preferential seating

Exacerbation of MH symptoms:

Recommendations for student: Try to communicate absence as soon as possible Request extensions on course requirements Request to arrange an “incomplete” rather than fail

course

Possible accommodations: Flexible dates for withdrawal (e.g. retroactive

withdrawal)

Executive Functioning Impairment

Recommendations for student: Use a day planner Break large tasks into smaller parts Avoid multi-tasking (one task at a time) Minimize distractions Work with an outline Courses / support around time management, prioritizing,

planning/organization, study skills Possible accommodations:

Access to lecture notes / outlines Flexible dates for withdrawal (e.g. retroactive withdrawal)

Resources for Mental Health Supports in Vancouver Community Vancouver Community Mental Health teams :

Occupational Therapists, Peer Support Workers, Youth Inner City Outreach Mental Health (St. Paul’s Hospital)

Community Link Program : Referral by GP Support Groups : Canadian Mental Health

Association, Mood Disorders Association , Kettle Society

Consumer Initiatives for Support Groups (VCH): Wellness Recovery Action Plans( WRAP) Groups

Gastown Vocational Educational Services : Youth program (16-30 years ) and Adult Employment Program

References

Boston University Center for Psychiatric Rehabilitation (2009). Hig he r Educ a tio n Sup p o rt To o lkit: As s is ting Stud e nts with Ps ychia tric Dis a bilitie s .

Canadian Mental Health Association (2004). Yo ur Educ a tio n – Yo ur Future : A G uid e to Co lle g e a nd Unive rs ity fo r Stud e nts with Ps ychia tric Dis a bilitie s . Accessed on January 22, 2014 at www.cmha.ca/youreducation/