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Understanding the Policy Context for Supporting Students with Psychiatric Disabilities in Higher Education

dc.contributor.authorCollins, Mary E.en_US
dc.contributor.authorMowbray, Carol T.en_US
dc.date.accessioned2006-09-11T14:36:59Z
dc.date.available2006-09-11T14:36:59Z
dc.date.issued2005-08en_US
dc.identifier.citationCollins, Mary Elizabeth; Mowbray, Carol T.; (2005). "Understanding the Policy Context for Supporting Students with Psychiatric Disabilities in Higher Education." Community Mental Health Journal 41(4): 431-450. <http://hdl.handle.net/2027.42/44319>en_US
dc.identifier.issn0010-3853en_US
dc.identifier.issn1573-2789en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/44319
dc.identifier.urihttp://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=16335352&dopt=citationen_US
dc.description.abstractInterest in postsecondary education for persons with psychiatric disabilities is high among consumers and advocates. However, the existence of program supports for higher educational goals is very uneven across U.S. states. This study was designed to examine the policy context in which states and educational institutions address needs of individuals with psychiatric disabilities to attend and succeed in postsecondary education. In 10 selected states, telephone interviews were conducted with key informants in state agencies of mental health, vocational rehabilitation, and higher education, as well as representatives of state-level advocacy organizations. Additionally, a search of websites relevant to state policy was conducted. The findings identify factors that facilitate and inhibit the development of policy and programs supportive of students with psychiatric disabilities. Facilitating factors include a strong community college system, progressive philosophy of the state mental health agency, and interest of consumers and the advocacy community. Inhibiting factors include political and budgetary uncertainty, competing priorities in the mental health system, emphasis on a medical rather than rehabilitative model, regulations of the VR system, and lukewarm enthusiasm of the advocacy community. Implications for community mental health services are included, particularly related to further policy development in support of students with psychiatric disabilities.en_US
dc.format.extent156393 bytes
dc.format.extent3115 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherKluwer Academic Publishers-Human Sciences Press; Springer Science+Business Media, Inc.en_US
dc.subject.otherPublic Health/Gesundheitswesenen_US
dc.subject.otherMedicine & Public Healthen_US
dc.subject.otherPsychiatryen_US
dc.titleUnderstanding the Policy Context for Supporting Students with Psychiatric Disabilities in Higher Educationen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPublic Healthen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelPsychiatryen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.subject.hlbtoplevelHealth Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumProfessor, University of Michigan School of Social Work, USAen_US
dc.contributor.affiliationotherAssociate Professor, Boston University School of Social Work, 264 Bay State Road, Boston, MA, 02215, USAen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.identifier.pmid16335352en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/44319/1/10597_2005_Article_5079.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1007/s10597-005-5079-6en_US
dc.identifier.sourceCommunity Mental Health Journalen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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