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ISSN 1051-9815 (P)
ISSN 1875-9270 (E)
Impact Factor 2024: 1.7
WORK: A Journal of Prevention, Assessment & Rehabilitation is an interdisciplinary, international journal which publishes high quality peer-reviewed manuscripts covering the entire scope of the occupation of work. The journal's subtitle has been deliberately laid out: The first goal is the prevention of illness, injury, and disability. When this goal is not achievable, the attention focuses on assessment to design client-centered intervention, rehabilitation, treatment, or controls that use scientific evidence to support best practice.
WORK occasionally publishes thematic issues, but in general, issues cover a wide range of topics such as ergonomic considerations with children, youth and students, the challenges facing an aging workforce, workplace violence, injury management, performing artists, ergonomic product evaluations, and the awareness of the political, cultural, and environmental determinants of health related to work.
Dr. Karen Jacobs, the founding editor, and her editorial board especially encourage the publication of research studies, clinical practice, case study reports, as well as personal narratives and critical reflections of lived work experiences (autoethnographic/autobiographic scholarship),
Sounding Board commentaries and
Speaking of Research articles which provide the foundation for better understanding research to facilitate knowledge dissemination.
Narrative Reflections on Occupational Transitions, a new column, is for persons who have successfully transitioned into, between, or out of occupations to tell their stories in a narrative form. With an internationally renowned editorial board,
WORK maintains high standards in the evaluation and publication of manuscripts. All manuscripts are reviewed expeditiously and published in a timely manner.
WORK prides itself on being an author-friendly journal.
WORK celebrates its 25th anniversary in 2015.
*WORK is affiliated with the Canadian Association of Occupational Therapists (CAOT)* *WORK is endorsed by the International Ergonomics Association (IEA)* *WORK gives out the yearly Cheryl Bennett Best Paper Award*
Abstract: Supported education programs aim to facilitate the successful return to higher education for people living with mental illness who may have experienced educational interruptions due to their illness. This article shares the story of Ben who lives with mental illness and his experience of participating in an Australian supported education course. The two authors draw on a qualitative life history approach as they reflected on Ben's experiences of mental illness, educational disruption and returning to education…and employment. The losses associated with educational disruption and the positive and empowering experience of becoming a student again are described as positively impacting recovery. Ben's story is shared in anticipation that other people living with mental illness, their family and carers, or workers supporting those people, may draw from his determination and success, in their own journeys of recovery.
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Abstract: Objectives: The objective of this regional initiative was to develop access to educational opportunities for people with mental illness with a view to ultimately advancing their career prospects. Participants: The initiative engaged a broad range of community stakeholders including people with mental illness, their families, educators, mental health service providers and, policy analysts. Methods: The initiative used community organizing and development strategies to develop solutions to problems related to access to education.…Results: The initiative was successful in mobilizing community participation, identifying priorities, and translating these priorities into action plans. Working groups of community stakeholders engaged in initiatives related to improving access to resources to support education, developing training for teachers in secondary schools, creating peer support systems, and developing a pilot supported education program as a partnership between a college and mental health service. Conclusion: Organized community building provided a foundation for a broad range of initiatives meant to improve access to educational opportunities for people with mental illness. Evaluation efforts will need to focus on the extent to which these initiatives ultimately ledto positive changes in the careers of people with mental illness.
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Keywords: Employment, education, community development, mental illness, vocational rehabilitation
