Supporting with transition to work & study For individuals with mental health and autism spectrum disorders

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2 Thursday 26 th November 2015 Supporting with transition to work & study For individuals with mental health and autism spectrum disorders Ms Emma Steele B Health Science (Occupational Therapy) (Hons) Student Support Advisor- Access-Ability Student Care & Equity UON Students

3 Focus on mental health Background Onset of mental illness typically disrupts transition from school to higher education and/or employment By the time young people present to mental health services, close to half are already unemployed The number of people looking for work decreases with age High risks of lifelong labour-force exclusion Indicates need for early intervention in this area 3 The University of Newcastle

4 Focus on mental health Background Difficulties that individuals with mental health difficulties may face in the employment and education setting may include: - Impaired cognitive skills (e.g reduced concentration/attention, memory, organisation/planning) - Distractibility due to symptoms - Anxiety in social situations - Motivational issues - Social skills impacted by condition (inability to read social cues/facial expressions) - Fatigue/poor sleep - Medication side effects 4 The University of Newcastle

5 Evidence based practice in mental health Supporting employment success Individual Placement and Support Model (IPS) or Supported Employment 1. Eligibility is based on consumer choice; 2. Supported employment is integrated with treatment; 3. Competitive employment is always the goal; 4. Rapid job search (beginning within 4 weeks); 5. Job finding and all assistance is individualized 6. Systematic job development 7. Follow-along supports are continuous; 8. Financial planning is provided (Drake, 2012) 5 The University of Newcastle

6 Take home messages Motivation is the best predictor of success Employment support integrated with clinical treatment provides best support Intervention and support is provided alongside the employment program (Not as a pre-requisite to employment support) Act quickly and when motivation is high Provide support that is individualised and ongoing Opportunity to take risks/develop resilience 6 The University of Newcastle

7 Education leads to opportunities Increases in education for people with a mental illness improve: job stability (length) job quality (permanency) job intensity (hours per week) rate of pay access to conditions (eg sick leave, holiday leave, further training, maternity leave) Career development or changes (Waghorn et al., 2004) 7 The University of Newcastle

8 Supporting success in tertiary education Best practice principles based on similar principles to employment support (IPS) Individualised and ongoing educational supports, including accommodations/adjustments Support groups & peer-to-peer assistance also beneficial Disclosure/managing personal information an important consideration Just because you have a mental illness doesn t mean you don t have the same aspirations as everyone else. You need to have these aspirations, and you need to have support around these aspirations to get you through the hard times (Graeme, 2010) 8 The University of Newcastle

9 Focus on Autism Spectrum Disorders (ASD) Background Increasing prevalence of diagnosis of ASD (1 in 68 children at age 8) Many youth and adults with ASD face underemployment or unemployment (Bennett & Dukes, 2013) Increased number of students attending tertiary education institutions with ASD We need to provide appropriate levels of support for people living with ASD to transition to work and study 9 The University of Newcastle

10 Focus on ASD Background Difficulties that individuals with ASD may face in the employment and education setting may include: - Social/communication difficulties (understanding subtle social cues, understanding the reactions of others) - Information processing difficulties - Physical environment problems (fluorescent lighting, noise) - Sensory processing/overload which may manifest as difficulties with anxiety/emotional regulation - Organisational/planning/time management - Concentration/distractibility 10 The University of Newcastle

11 Focus on ASD- employment Tips from Temple Grandin, PhD - Find a good mentor - Make a portfolio of your work - Find the back door - Understand diplomacy to build good relationships with co-workers - Learn positive strategies to manage difficult emotions - Manage your environment to minimise sensory overload - Ask for clear definitions of work tasks- break things down Grandin, T (2012) 11 The University of Newcastle

12 Focus on ASD Harnessing strengths Importance of emphasising attributes when transitioning to work and study Harnessing talents and interests Disclosure/managing personal information an important consideration Individualised, ongoing support to assist with transition has been shown to be helpful (IPS model) 12 The University of Newcastle

13 Focus on ASD- Support in Tertiary education - Support services in the tertiary setting are voluntary and require the student to seek these out - Students may be adjusting to other major changes such as moving away from home, and/or living independently for the first time - Mentoring, education for academic staff, use of social media, and assistance with social and general life skills may assist with transition - Accommodations & Adaptive technology (Cullen, 2015) 13 The University of Newcastle

14 Support in Tertiary Education Providing practical tools to assist with transition Strategies that may be helpful in the transition to tertiary education include: - Early planning. Get to know the educational institution, attend an open day, arrange for a personal tour of the campus - Contact support services early to discuss reasonable adjustments particularly as these relate to specific courses of study - Understand the requirements of the course of study- meet with the Faculty before commencing degree - Be aware of quiet, low stimulus environments on campus- go to places when feeling overwhelmed 14 The University of Newcastle

15 Supporting students at UON A new approach - In Semester 2, 2015 the UON Student Care & Equity team trialled a new approach to supporting students, with a focus on students with ASD, ADHD and enduring mental health diagnosis - Ongoing support through case management was provided to a small group of students who identified a need for additional support (In addition to support provided through Academic Integration Plan & reasonable adjustments) - The most common support requested by students included: Time management/organisational strategies, study skills, advocacy, problem solving, motivational strategies, anxiety management/support when feeling overwhelmed, linking with supports (internal & external), planning for placement, linking with social activities. 15 The University of Newcastle

16 Supporting students at UON A new approach Anecdotally, students reported they benefited from the additional support provided. Support allowed students to problem solve difficulties, develop effective strategies and maintain focus on their studies Planning for 2016 Increase support focusing on engagement at University- Mentoring program Orientation and ongoing group support Evaluating the effectiveness of additional support- Does this impact upon success, retention? 16 The University of Newcastle

17 Having a good career has made my life worthwhile. The happiest adults on the Autism spectrum have careers they really like Temple Grandin, The University of Newcastle

18 References & useful resources Bennett, K.D & Dukes, C (2013). Employment instruction for secondary students with autism spectrum disorder: A systematic review of the literature. Education and Training in Autism and Developmental Disabilities, 48, Cullen, J. (2015) The Needs of College Students with Autism Spectrum Disorders and Asperger's Syndrome. Journal of Postsecondary Education & Disability. Spring2015, Vol. 28 Issue 1, p Drake, R.E., Bond, G.R., Becker, D.R. (2012). IPS supported employment: an evidence-based approach to supported employment. Oxford University Press: New York. Grandin, T (2012). Talented people getting employed, In Autism All Stars, Santomauro, J (Ed). Pp NDCO (2015) How to transition to tertiary education: Helpful hints for people with Autism Spectrum Disorders. Robson, E., Waghorn, G., Sherring,.J & Morris, A (2010). Preliminary outcomes of a supported education program delivered by a community mental health service. British Journal of Occupational Therapy 73 (10), Turner, T (2010). Employment and First Episode Psychosis. In Lloyd, C. (Ed). Vocational Rehabilitation and Mental Health, Oxford: Wiley Blackwell, pp Waghorn, G., Still, M., Chant, D. & Whiteford, H. (2004). Specialised supported education for Australians with psychotic disorders. Australian Journal of Social Issues, 39: Weaver,.L (2015). Effectiveness of work, activities of daily living, education and sleep interventions for people with autism spectrum disorder. American Journal of Occupational Therapy, 69 (5). 18 The University of Newcastle

19 Thankyou The University of Newcastle

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