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The Journey to My Student Identity: A Grounded Theory Study on Supported Education for Young Adults with Mental Health Problems
Department of Health Sciences/Mental Health, Activity and Participation, Lund University, P.O. Box 157, Lund, Sweden; Centre for Evidence-Based Psychosocial Interventions, Lund University, Lund, Sweden.
Department of Health Sciences/Mental Health, Activity and Participation, Lund University, P.O. Box 157, Lund, Sweden; Centre for Evidence-Based Psychosocial Interventions, Lund University, Lund, Sweden.
Umeå University, Faculty of Social Sciences, Department of Social Work. Centre for Evidence-Based Psychosocial Interventions, Lund University, Lund, Sweden.ORCID iD: 0000-0001-9708-5159
Umeå University, Faculty of Social Sciences, Department of Social Work. Centre for Evidence-Based Psychosocial Interventions, Lund University, Lund, Sweden.ORCID iD: 0000-0001-9590-777x
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2022 (English)In: Journal of Psychosocial Rehabilitation and Mental Health, ISSN 2198-9834, E-ISSN 2198-963X, p. 203-219Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Springer, 2022. p. 203-219
Keywords [en]
Community integration, Education, Mental health recovery, Psychiatric rehabilitation, Vocational support
National Category
Social Work
Identifiers
URN: urn:nbn:se:umu:diva-190818DOI: 10.1007/s40737-021-00253-5Scopus ID: 2-s2.0-85121035319OAI: oai:DiVA.org:umu-190818DiVA, id: diva2:1623377
Available from: 2021-12-29 Created: 2021-12-29 Last updated: 2022-10-12Bibliographically approved

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Hillborg, HeleneLövgren, VeronicaRosenberg, David

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