The role of the family advocacy team in sustaining supported employment

Article type: Research Article

Authors: Swarbrick, Margaret^{a; *} | Wilson, Leslie | Becker, Debbie^b | Swanson, Sarah^b | Reese, Sandy^b | Bond, Gary^b

Affiliations: [a] Rutgers University and Collaborative Support Programs of New Jersey, Freehold, NJ, USA | [b] IPS Employment Center, Westat, Lebanon, NH, USA

Correspondence: [*] Address for correspondence: Margaret Swarbrick, Rutgers University and Collaborative Support Programs of New Jersey, 8 Spring Street, Freehold, NJ 07728, USA. E-mail: [email protected].

Abstract: BACKGROUND:The Individual Placement and Support (IPS) Learning Community was established in 2002 to increase access to Individual Placement and Support (IPS) supported employment. In 2008, learning community leaders launched the Family Advocacy Project to advance the role of families in providing education and advocacy for IPS. OBJECTIVE:This paper describes the perspective of the Family Advocacy Project leaders in understanding the sustainment of IPS services. METHODS:Representatives from ten family teams were interviewed by phone using a structured protocol. RESULTS:Most of the state family advocacy teams were part of the National Alliance on Mental Illness and included people other than family members. Education and advocacy were reported as the main goals of the teams. Facilitators and barriers to advocacy were described. CONCLUSION:The state family advocacy teams though small in numbers place a clear focus on advocacy and education activities that may impact the sustainment of IPS.

Keywords: Supported employment, role of families, individualized placement and support

DOI: 10.3233/JVR-170879

Journal: Journal of Vocational Rehabilitation, vol. 47, no. 1, pp. 13-17, 2017