National Institute of Mental Health and Neurosciences, Bengaluru, India.
Int J Soc Psychiatry. 2021 Feb;67(1):22-34. doi: 10.1177/0020764020926224. Epub 2020 Jul 1.
Most supported education studies stop at discussing the academic problems of students with severe mental diseases (SMDs) without going into testing of appropriate and culturally relevant supported education interventions required for academic reintegration of students with SMDs. In this context, the researcher felt the need to test the feasibility of a need-based supported education programme (SEP) for students with SMDs to help them achieving higher education goals.
This study was reviewed and approved by the Institute's Ethics Committee (NIMHANS) and it was also registered in the Clinical Trials Registry - India (CTRI): CTRI/2018/07/014828. The study used mixed (qualitative and quantitative) research methodology with a combined approach of Action Research and Case Study in providing SEP to students with SMDs. Fourteen ( = 14) students who enrolled into the SEP were assessed on their self-esteem, sense of mastery, helping factors, needs and outcomes met from SEP. The SEP was provided for up to a maximum of 1 year based on the academic reintegration needs of the student.
The results indicated that there was a significant reduction in hindering factors (χ = 9.41, < .01) and increase in helping factors (χ = 6.49, < .05) and self-esteem (χ = 10.3, < .01) over the period of 1 year of the study. Qualitative results further reiterated increase in helping factors along with positive outcomes such as enhanced primary and secondary support, reasonable accommodation at academic institutions, individual behavioural changes in academics and increased awareness and knowledge about mental illness and welfare benefits.
The SEP was found to be feasible qualitatively and quantitatively in helping the students with SMDs to reintegrate into academics, improving their self-esteem, reducing their hindering factors, and improving their support system and helping factors.
大多数支持性教育研究都停留在讨论患有严重精神疾病（SMD）的学生的学业问题上，而没有测试使患有 SMD 的学生能够重新融入学术环境所需的适当和具有文化相关性的支持性教育干预措施。在这种情况下，研究人员感到有必要测试针对 SMD 学生的基于需求的支持性教育计划（SEP）的可行性，以帮助他们实现高等教育目标。
本研究经尼赫鲁健康科学大学机构伦理委员会（NIMHANS）审查和批准，并在临床试验注册印度（CTRI）进行了注册：CTRI/2018/07/014828。该研究采用混合（定性和定量）研究方法，对 SMD 学生提供 SEP 时采用行动研究和案例研究相结合的方法。对参加 SEP 的 14 名学生进行了自我评估，评估内容包括自尊、掌控感、帮助因素、从 SEP 中获得的需求和成果。根据学生的学业融入需求，SEP 的提供时间最长可达 1 年。
研究结果表明，在研究期间的 1 年内，阻碍因素显著减少（χ = 9.41， <.01），而帮助因素和自尊则显著增加（χ = 6.49， <.05；χ = 10.3， <.01）。定性结果进一步强调了帮助因素的增加，同时还取得了积极的成果，如增强了主要和次要支持、在学术机构中的合理安置、学生学术行为的个体变化以及对精神疾病和福利的认识和了解的提高。
SEP 在帮助 SMD 学生重新融入学术环境、提高自尊、减少阻碍因素、改善支持系统和帮助因素方面，在定性和定量方面均被证明是可行的。
