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The journey to my student identity: A grounded theory study on supported education for young adults with mental health problems

Liljeholm, Ulrika LU orcid ; Argentzell, Elisabeth LU ; Hillborg, Helene ; Lövgren, Veronika ; Rosenberg, David and Bejerholm, Ulrika LU (2022) In Journal of Psychosocial Rehabilitation and Mental Health 9(2). p.203-219
Abstract
Support for developing a work identity has
been shown to be essential for the recovery process of
young adults with mental health problems. Since
research shows that the development of a student role
during the educational years for these young adults
may be interrupted, this time period may be relevant to
explore in order to support career development and the
critical transition to adulthood for this target group. To
explore young adults’ experiences of participating in
supported education that is integrated with vocational
and mental health services, reflecting the process of
developing a student identity while struggling with
mental health problems. A grounded theory design
was used.... (More)
Support for developing a work identity has
been shown to be essential for the recovery process of
young adults with mental health problems. Since
research shows that the development of a student role
during the educational years for these young adults
may be interrupted, this time period may be relevant to
explore in order to support career development and the
critical transition to adulthood for this target group. To
explore young adults’ experiences of participating in
supported education that is integrated with vocational
and mental health services, reflecting the process of
developing a student identity while struggling with
mental health problems. A grounded theory design
was used. The material consists of 17 individual
interviews with young adults aged 18–29 years who
were receiving supported education. Young adults
who study while having mental health problems
encountered structural barriers and challenged
engagement in education that created a gap between
the students and the regular education system. Access
to supported education was reported to decrease this
gap and formed a bridge that to facilitate educational
achievements. The achievements were related to
several personal benefits that were important for the
experience of meaning and identity development in
the future. Supported education can contribute to
enabling the development of student identity for
young adults with mental health problems. This
involves an engagement process and positive identity
formation that may reduce stigma and is therefore
important for the personal recovery process and career
advancement. (Less)
Please use this url to cite or link to this publication:
author
; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Community integration Education Mental health recovery Psychiatric rehabilitation Vocational support
in
Journal of Psychosocial Rehabilitation and Mental Health
volume
9
issue
2
pages
203 - 219
publisher
Springer
external identifiers
  • scopus:85121035319
ISSN
2198-9834
DOI
10.1007/s40737-021-00253-5
language
English
LU publication?
yes
id
f9377acf-4098-478e-9c66-d9cdda61498a
date added to LUP
2022-01-03 10:14:37
date last changed
2023-11-15 11:54:47
@article{f9377acf-4098-478e-9c66-d9cdda61498a,
  abstract     = {{Support for developing a work identity has<br/>been shown to be essential for the recovery process of<br/>young adults with mental health problems. Since<br/>research shows that the development of a student role<br/>during the educational years for these young adults<br/>may be interrupted, this time period may be relevant to<br/>explore in order to support career development and the<br/>critical transition to adulthood for this target group. To<br/>explore young adults’ experiences of participating in<br/>supported education that is integrated with vocational<br/>and mental health services, reflecting the process of<br/>developing a student identity while struggling with<br/>mental health problems. A grounded theory design<br/>was used. The material consists of 17 individual<br/>interviews with young adults aged 18–29 years who<br/>were receiving supported education. Young adults<br/>who study while having mental health problems<br/>encountered structural barriers and challenged<br/>engagement in education that created a gap between<br/>the students and the regular education system. Access<br/>to supported education was reported to decrease this<br/>gap and formed a bridge that to facilitate educational<br/>achievements. The achievements were related to<br/>several personal benefits that were important for the<br/>experience of meaning and identity development in<br/>the future. Supported education can contribute to<br/>enabling the development of student identity for<br/>young adults with mental health problems. This<br/>involves an engagement process and positive identity<br/>formation that may reduce stigma and is therefore<br/>important for the personal recovery process and career<br/>advancement.}},
  author       = {{Liljeholm, Ulrika and Argentzell, Elisabeth and Hillborg, Helene and Lövgren, Veronika and Rosenberg, David and Bejerholm, Ulrika}},
  issn         = {{2198-9834}},
  keywords     = {{Community integration  Education  Mental health recovery  Psychiatric rehabilitation  Vocational support}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{203--219}},
  publisher    = {{Springer}},
  series       = {{Journal of Psychosocial Rehabilitation and Mental Health}},
  title        = {{The journey to my student identity: A grounded theory study on supported education for young adults with mental health problems}},
  url          = {{http://dx.doi.org/10.1007/s40737-021-00253-5}},
  doi          = {{10.1007/s40737-021-00253-5}},
  volume       = {{9}},
  year         = {{2022}},
}