57 research outputs found
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
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
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
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
Patterns and correlates of workplace disclosure among professionals and managers with psychiatric conditions
No full textAt the time of publication, Marsha Langer Ellison was not yet affiliated with the University of Massachusetts Medical School.Objective: This study identifies patterns and correlates of disclosure among professionals and managers with serious psychiatric conditions. Design: A national mail survey of such respondents was conducted. Results: A large proportion (87%) of study participants reported having disclosed their mental illness. About half of the disclosers reported unfavorable circumstances leading to disclosure while one third disclosed when they felt comfortable. Most frequently, respondents disclosed to supervisors; one third made their disability known when applying for the job. About half of the respondents had no regrets about disclosing. Multivariate analysis showed that correlates with the occurrence, timing, and choice of disclosure converge around constructs related to job confidence, empowerment, and recovery. We also describe those who chose not to disclose. Conclusion: Higher rates than previously reported and better experiences with disclosure were evident and may be related to this population's greater recovery as well as to occupational factors
You Got This: Taking a Leadership Role in Your IEP Meeting [English and Spanish versions]
No full textThis tip sheet provides tips for how students (ages of 3 to 21) who receive special education services in public schools can take a leadership role in their individualized education programs (IEP) and transition planning. Learn more about IEPs and transition services in our "Teens on IEPs: Making My `Transition' Services Work for Me" tip sheet. Learn about the Translating Evidence to Support Transitions (TEST) project at https://umassmed.edu/TEST. A Spanish version of this tip sheet is available for download
Between Adolescence and Adulthood: Rehabilitation Research to Improve Services for Youth and Young adults
No full textSupporting Employment for Young Adults Living with Mental Health Conditions [English, Portuguese and Spanish versions]
No full textHaving a job as a youth or young adult is a predictor of long-term work success. Having a job has also been related to improved self-esteem, self-efficacy, and life satisfaction. However, there is a significant gap in work experience for many young adults living with mental health conditions. This tip sheet has information on 1) why work is especially important for young adults; 2) the impact of receiving disability benefits rather than employment early in life; 3) how to cultivate motivation toward employment goals; 4) ways to promote work experiences; 5) tips on helping young adults with mental health conditions get a job; 6) and resources to learn more. A Portuguese translation of this publication is available for download
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