312 research outputs found
Supporting the Education of Young Adults with Serious Mental Health Conditions: State of the Science & Practice
No full textProduced by UMass Medical School's Systems and Psychosocial Advances Research Center (SPARC).
The webinar slides are available for download.The majority of college students with serious mental health conditions (SMHC) do not finish school, jeopardizing their long-term employment. Can supported education services help? Marsha Ellison, Michelle Mullen and Kathleen Biebel, researchers and trainers of supported education services, hosted a 2-part webinar series presenting the state of the science of the practice of supported education and related strategies for achieving post-secondary education goals of young adults with SMHC. What is supported education? Why is it important? What is the evidence? Part 2: State of the Practice is also available
RPRS Manual: Recovery Promoting Relationships Scale
No full textAt the time of publication, Marsha Langer Ellison was not yet affiliated with the University of Massachusetts Medical School.Summary: Mental health and rehabilitation professionals represent an important factor that can either facilitate or hinder the recovery process of people with psychiatric disabilities. Practitioners can inspire hope and empower mental health consumers in their efforts to overcome the disabling effects of a mental illness or they can instill hopelessness, dependence, and helplessness. The Recovery Promoting Relationships Scale (RPRS) instrument focuses on identifying and reliably measuring the competencies of mental health providers that have a particular impact on the recovery process beyond the management of psychiatric symptoms
Supporting the Education of Young Adults with Serious Mental Health Conditions: Part 2: State of the Practice
No full textProduced by UMass Medical School's Systems and Psychosocial Advances Research Center (SPARC).
The webinar slides are available for download.The majority of college students with serious mental health conditions (SMHC) do not finish school, jeopardizing their long-term employment. Can supported education services help? Marsha Ellison, Michelle Mullen and Kathleen Biebel, researchers and trainers of supported education services, hosted a 2-part webinar series presenting the state of the science of the practice of supported education and related strategies for achieving post-secondary education goals of young adults with SMHC. What are the education support needs of youth and young adults with mental health conditions? What are the practices and services that meet those needs? Part 1 - State of the Science is also available
A Handbook for Participatory Action Researchers
No full textAt the time of publication, Marsha Langer Ellison was not yet affiliated with the University of Massachusetts Medical School.Summary: This handbook provides guidelines for conducting participatory action research (PAR) with people who have psychiatric disabilities. PAR has gained prominence as a method for insuring the relevance and utility of research by involving the people the research is intended to impact in a co-learning process with investigators. The handbook supplies principles and strategies that can be modified to respond to different purposes and contexts of conducting PAR, i.e., program evaluation, experimental, and qualitative research. Although the examples and learnings are drawn from a particular PAR project with people who have psychiatric disabilities, the strategies described are applicable to PAR projects with any other population
Longitudinal outcome of young adults who participated in a psychiatric vocational rehabilitation program
No full textAt the time of publication, Marsha Langer Ellison was not yet affiliated with the University of Massachusetts Medical School.A longitudinal study presents the outcomes for participants in a psychiatric rehabilitation program for young adults. Five to nine years after the baseline and end of intervention, participants showed a maintenance of in initial gains in vocational and educational status, self-esteem scores, and hospitalization rates. Additional data on work outcomes and quality of life are presented
Self help programs: A description of their characteristics and their members
No full textAt the time of publication, Marsha Langer Ellison was not yet affiliated with the University of Massachusetts Medical School.User-run programs have proliferated in the past 10 years, yet there are few empirically-based studies about them. A survey of self-help programs was undertaken to increase our understanding about the users of such programs, their demographics, and their perceptions of how such programs have affected the quality of their lives. Respondents were also asked about their satisfaction with user-run programs. The study was conducted using a Participatory Action Research paradigm (Whyte, 1991), using an advisory committee of persons who have used such programs, and with the intention of developing an evaluation methodology that could be replicated in future studies of user-run programs. Despite limitations in representativeness, these survey results are useful in understanding the perceptions of self-help members. Results of the survey and the methodology are discussed
Assessing the Impact of Real-Life Cognitive Functioning in the Home: Development and Psychometric Study of the Multiple Errands Test–Home
No full textAbstract
Date Presented 3/30/2017
This initial psychometric study provides preliminary support for the use of the Multiple Errands Test–Home to identify the impact of executive dysfunction in the home environment for adults with mild and moderate stroke.
Primary Author and Speaker: Suzanne Burns
Additional Authors and Speakers: Marsha Neville</jats:p
GIS in Schools
No full textMarsha Alibrandi (with A. Thompson and R. Hagevik) is a contributing author, Remaking History with Interdisciplinary GIS .https://digitalcommons.fairfield.edu/education-books/1038/thumbnail.jp
Nelson Rockefeller, racial politics, and the undoing of moderate Republicanism
No full text“Nelson Rockefeller, Racial Politics, and the Undoing of Moderate Republicanism” examines shifts in the political terrain of the 1960s as related to social issues such as civil rights, crime, and welfare. The political career of Nelson Rockefeller, four-term Governor of New York (1958-1973), three-time candidate for the Republican presidential nomination, and iconic twentieth century moderate Republican, serves as a lens for understanding many moderate and liberal politicians’ struggle to navigate racial politics before and after the passage of the Civil and Voting Rights Acts of 1964 and 1965. Rockefeller’s transition from racially liberal advocate for the end of Jim Crow to early adopter of punitive drug laws that disproportionately affected racial minorities provides insight into the difficulty faced by liberals, both Republican and Democratic, when race became central to the political debates of the 1960s. This work reveals that liberal support for racial parity fractured and further entrenched inequality when the nation’s focus shifted from equality under the law to the more complex and intractable issues of equality in economic opportunity, housing, schooling, and criminal justice. “Nelson Rockefeller, Racial Politics, and the Undoing of Moderate Republicanism” examines shifts in popular opinion alongside the actions of politicians and political activists to provide a new perspective on the passage of legislation and implementation of social policies. Charting Rockefeller’s political prospects through the reactions of his constituents also creates opportunities to understand the eclipse of the moderate Republican tradition without focusing on the rise of conservative Republican icons of the 1960s. This study relies upon varied sources such as the public and private papers of Nelson Rockefeller, constituent letters, documents produced by the Republican National Committee, popular periodicals, polling data, public hearings, oral histories, and visual artifacts to create a work that takes into account people from all castes and classes regardless of party affiliation who felt the effects of Rockefeller’s political activism.Ph. D.Includes bibliographical referencesby Marsha Eileen Barret
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