Annapally Sadananda Reddy, Jagannathan Aarti, Kishore Thomas, Daliboyina Muralidhar, Kumar Channaveerachari Naveen
School of Social Sciences/Psychology, Christ University (Deemed to be University), Bengaluru, Karnataka, India.
Dept. of Psychiatry Social Work, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India.
Indian J Psychol Med. 2021 May;43(3):217-222. doi: 10.1177/0253717620971567. Epub 2020 Dec 8.
The onset of severe mental disorders (SMDs) is during adolescence or young adulthood, which affects the well-being and the educational aspirations of the students. Models of supported education practiced in the West are not culturally suitable for Indian students or the Indian education system. This study aimed to develop a Supported Education Program (SEP) for students with SMDs to help them with academic reintegration in an Indian context.
To develop the SEP, a realist review was done, followed by an in-depth interview with eight mental health professionals (MHP) and nine lecturers, using a validated interview script. After each interview, interim analysis and modifications were done to improve the rigor of the interview. After all interviews, the SEP was circulated for a second round of iteration for consensual validation by four mental health experts. The outcome of the entire process was the final version of SEP for students with SMDs.
The final SEP had two broad themes and 18 subthemes from the qualitative thematic analysis: theme 1 included issues and strategies relevant to the client or caregivers, and theme 2 was pertinent to the education system.
The SEP developed and validated for people with SMDs has distinctive components: one for the individual and caregiver and the other for the educational system.
严重精神障碍（SMD）发病于青春期或青年期，会影响学生的幸福感和学业抱负。西方实行的支持性教育模式在文化上不适用于印度学生或印度教育体系。本研究旨在为患有严重精神障碍的学生制定一项支持性教育计划（SEP），以帮助他们在印度背景下重新融入学业。
为制定支持性教育计划，先进行了一项现实主义综述，随后使用经过验证的访谈脚本对八位心理健康专业人员（MHP）和九位讲师进行了深入访谈。每次访谈后，进行中期分析和修改以提高访谈的严谨性。所有访谈结束后，将支持性教育计划分发给四位心理健康专家进行第二轮迭代，以达成共识验证。整个过程的结果是针对患有严重精神障碍学生的支持性教育计划最终版本。
通过定性主题分析，最终的支持性教育计划有两个宽泛主题和18个子主题：主题1包括与服务对象或照料者相关的问题和策略，主题2与教育系统相关。
为患有严重精神障碍的人制定并验证的支持性教育计划有独特的组成部分：一个针对个人和照料者，另一个针对教育系统。
