11/20/2015 Developing Human Capital: Education, Disability, and - PDF document

11/20/2015 Developing Human Capital: Education, Disability, and the Need for Highly Trained Staff Michelle G. Mullen Department of Psychiatric Rehabilitation 1 Rutgers, The State University of New Jersey CSPR CSPR Research: Completed & In-progress 2008 C enter for the S tudy and P romotion of R ecovery from Serious •A Randomized, Controlled, Multisite Trial of the “Effectiveness of Mental Illness Supported Education for Postsecondary Students with Psychiatric Disabilities.” NIDILRR #H133B100037 (Gill, Salzer, Mullen; Temple) Developing arms of research, training, and technical assistance 2011 related to Career Development Services • “ Developing Executive Functioning through Cognitive Remediation for •Integration of SE & “SEd” College Students with Psychiatric Disabilities” NIDILRR #H133G110239 (Mullen; Rutgers) •Specifically human capital-related interventions • “A Study of Age-Associated Need, Services, and Outcomes of Participants enrolled in Supported Education” NIDILRR #H133B090018. Launched a Community of Practice (CoP) (Gill, Davis, Salzer, Mullen; UMASS) 2012 •A Learning Collaborative for Career Development Programs & • “Manual and Training Program to Promote Career Development among Practitioners Transition Age Youth and Young Adults with Psychiatric Conditions” •Maybe after this conference: CoP for international researchers NIDILRR #H133A120152 (Mullen; Rutgers) and practitioners??? 4 Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 1

11/20/2015 Importance of Higher Education Employment & Education • Developmentally-relevant to young people* • Individualized and varied pace of postsecondary education as compared to employment • Often pursued in tandem • Helps to create a person’s identity – Part of normative vocational development • Community Inclusion • Critical to vocational maturity • Social capital & networking • Involvement, often with specialized supports, enhances: _______________________________________________ – Resiliency, knowledge of self (and others), identity • Competitive in seeking better employment • Absence in either domain has long-term implications – vocational opportunities, social networks, identity • Career mobility/ Increased options in the workforce • Career Development emphasis • Higher wages & greater earnings over time – Part of the development process is “not knowing” or changing what you want to be – The lack of clear educational goal or employment goal is anticipated and • Prestigious (and normalizing) role expected 5 Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 6 Traditional Vocational Perspectives Why Concentrate on Career Development? • � The system, historically, has created workforce liabilities • Historically, it was believed that people with psychiatric conditions could not work. – Age when returning to workforce – Poor social networks • Then we believed that they could only work in part-time, low- – Lack of higher education level, less “stressful” positions. – Lack of consistent work history • Postsecondary education was also considered too “stressful”. • IPS was answer in the 80s & 90s • Vocational models were predicated on uninformed beliefs. • Shifting the system: the expectations of young people wanting • With the development of stronger employment supports that to work in the “new” labor market (for people with psychiatric were specialized for those with mental health conditions, conditions) employment outcomes started to change… – Current models unable to meet the need or the demand – Rise of Individual Placement and Support (IPS) Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 7 8 2

11/20/2015 Enhancing Vocational Trajectories through Labor Markets Strategic Educational Support • Secondary Labor • Primary Labor Market Market – Higher pay Economic Principles that guide our philosophy: – Entry level jobs – Benefits – Short job tenure – Flexibility • Human Capital – Low pay – Vacation time – No benefits – Sick time • Rate of Return – No vacation time – Career Mobility – Typically little flexibility • Lateral and vertical • Age Earnings Profile (Baron & Salzer, 2002) 10 Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 9 Focus on Education Career Development focuses on Human Capital • The “rate of return” to measure the effect of each extra year of • Sole focus of employment for young people is ill-advised. education on earnings (Becker & Chiswick, 1966). • An individual’s unique set of personal abilities and skills. – higher education, • Each additional year of education returned averages a 9% increase in earnings (Borjas, 2005). – advanced training, and – special skills • After formal education, workers can continue developing their • Typically only gained through employment & education human capital by participating in job training. Measured by Mincer Earnings Function (Mincer, 1974) • Associated with both increased labor participation and earnings over time. (Borjas, 2005) Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 3

11/20/2015 Importance of Education in Career Development Age Earnings • The “age earnings profile,” stipulates that earnings increase over time but often at a decreasing rate (Borjas, 2005). • Thus, workers investing in education at an early age realize greater lifetime earnings. • Particular relevance to transition age youth and young adults with first onset of mental health condition, including but not limited to first episode psychosis, whose education is interrupted or delayed. 14 Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions Compare it to 2010 Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 15 16 4

11/20/2015 CSPR’s Career Development Model Our Experiences: From Research to Practice & *** Visa Versa 18 Department of Psychiatric Rehabilitation & Counseling Professions 17 Rutgers, The State University of New Jersey Developing An Evidence-base for Educational Ask five different people what Supports & Career Development “Supported Education” is and you will get… • Multiple methods to meet different demands/issues – Re-integration after long periods of absence – First episode mental health experience on campus Six different answers! • Need to develop standardized (manualized) approaches…beyond fidelity assessments – Skill-based Trainings for Practitioners & Supervisors – Intentional Services – Implementation Assessments (for you, Dr. Rudnick, lol) – Research measures 19 20 Department of Psychiatric Rehabilitation & Counseling Professions Department of Psychiatric Rehabilitation & Counseling Professions 5