Department of Psychiatry, McGill University, Montreal, Quebec, Canada.
Douglas Mental Health University Institute, Montreal, Quebec, Canada.
Early Interv Psychiatry. 2024 Sep;18(9):758-765. doi: 10.1111/eip.13533. Epub 2024 Apr 16.
Psychotic disorders are associated with academic difficulties. Supported Employment Program (SEP) guidelines have become the gold standard to improve occupational functioning in psychotic disorders. More recently, these guidelines have been adapted to education. In Canada, several community organizations and hospital programs offer supported education to young people with psychotic disorders. However, SEP guidelines are not systematically used. The objective of this study was to assess the fidelity of 6 Canadian (Quebec) organizations offering supported education services to young people with psychotic disorders to the SEP guidelines adapted to education.
Six sites offering educational services to young people with psychotic disorders were recruited. Semi-structured interviews were conducted with one supported education professional and one manager of each site, using the Quality of Supported Education Implementation Scale (QSEDIS). This new scale has been developed from the Quality of Supported Employment Implementation Scale. The QSEDIS assesses the fidelity of the quality of the implementation of supported education programs, using three subscales (Employees, Organization and Services).
Acceptable fidelity scores were observed in the three QSEDIS subscales for all six sites combined. The Services subscale received the highest score of fidelity (4.4/5), followed by the Supported Education Employee (4.1/5) and the Organization (3.7/5).
The results suggest that supported education services offered to young people with psychotic disorders in the six sites are generally consistent with SEP guidelines adapted to education. Further research is warranted to validate whether acceptable SEP guidelines fidelity according to the QSEDIS translates into educational outcomes.
精神障碍与学业困难有关。支持性就业计划（SEP）指南已成为改善精神障碍患者职业功能的金标准。最近，这些指南已经适用于教育领域。在加拿大，一些社区组织和医院项目为患有精神障碍的年轻人提供支持性教育。然而，SEP 指南并未得到系统应用。本研究的目的是评估为患有精神障碍的年轻人提供支持性教育服务的 6 个加拿大（魁北克）组织对适应教育的 SEP 指南的遵从程度。
招募了 6 个为患有精神障碍的年轻人提供教育服务的机构。使用支持性教育实施质量量表（QSEDIS）对每个机构的 1 名支持性教育专业人员和 1 名管理人员进行半结构化访谈。这个新量表是从支持性就业实施质量量表中开发出来的。QSEDIS 通过三个子量表（员工、组织和服务）评估支持性教育计划实施质量的遵从程度。
所有 6 个机构的 QSEDIS 三个子量表的遵从得分均为可接受水平。服务子量表的遵从得分最高（4.4/5），其次是支持性教育员工（4.1/5）和组织（3.7/5）。
研究结果表明，6 个机构为患有精神障碍的年轻人提供的支持性教育服务总体上符合适应教育的 SEP 指南。需要进一步研究以验证 QSEDIS 中可接受的 SEP 指南遵从度是否转化为教育成果。
