How Do Supported Employment Programs Work? Answers from a Systematic Literature Review

Autor/inn/en	Sundermann, Larissa M.; Haunberger, Sigrid; Gisler, Fiona; Kita, Zuzanne
Titel	How Do Supported Employment Programs Work? Answers from a Systematic Literature Review
Quelle	In: International Journal for Educational and Vocational Guidance, 23 (2023) 3, S.659-679 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sundermann, Larissa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0251-2513
DOI	10.1007/s10775-022-09533-3
Schlagwörter	Supported Employment; Program Evaluation; Literature Reviews; Mental Disorders; Program Effectiveness; Evaluation Methods + Suchen Sie Ihr Suchwort? Arbeitsförderungsmaßnahme; Programme evaluation; Programmevaluation; Mental illness; Geisteskrankheit
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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01