How do supported employment programs work? Answers from a systematic literature review
Identifiers
10.1007/s10775-022-09533-3
Date Issued
2023
Author(s)
Type
Article
Language
English
Abstract
Many studies have found that supported employment (SE) has effectively helped people with severe mental illness obtain and maintain competitive employment. However, most SE studies have asked "What works?" rather than discerning what works for whom, in what circumstances, in what respects and how. It is important to understand the outcomes of SE and identify the impact factors (contexts and mechanisms) that can trigger them. Four literature databases were searched for studies that analyzed counseling settings. Overall, 104 publications met the inclusion criteria. The review showed that most of the research on SE programs were one-dimensional, looking at either the effects of SE programs, the client or the professional, or the relationship between clients and professionals. The model reveals that impact factors are interconnected and can have a cumulative impact on the client, professionals, and the environment. Keywords Impact model • Realist evaluation • Social work Résumé Comment fonctionnent les programmes d'emploi assisté? Réponses d'une revue systématique de la littérature De nombreuses études ont montré que l'emploi assisté (SE) a efficacement aidé les personnes atteintes de maladie mentale grave à obtenir et à conserver un emploi compétitif. Cependant, la plupart des études SE ont demandé "Qu'est-ce qui fonctionne?" plutôt que de discerner ce qui fonctionne pour qui, dans quelles circonstances, à quels égards et comment. Il est important de comprendre les résultats de l'ES et d'identifier
Publisher DOI
Journal or Serie
International Journal for Educational and Vocational Guidance
ISSN
1873-0388
Organization
Volume
23
Publisher
Springer Dordrecht
Submitter
Haunberger, Sigrid
Citation apa
Sundermann, L., Haunberger, S., Gisler, F., & Kita, S. (2023). How do supported employment programs work? Answers from a systematic literature review. In International Journal for Educational and Vocational Guidance (Vol. 23, pp. 659–679). Springer Dordrecht. https://doi.org/10.24451/dspace/12228
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s10775-022-09533-3.pdf
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Version
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