Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care

Eileen M Brennan; Peggy Nygren; Robert L Stephens; Adrienne Croskey

doi:10.1007/s11414-015-9454-y

Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care

J Behav Health Serv Res. 2016 Oct;43(4):564-581. doi: 10.1007/s11414-015-9454-y.

Authors

Eileen M Brennan¹, Peggy Nygren², Robert L Stephens³, Adrienne Croskey⁴

Affiliations

¹ Research and Training Center for Pathways to Positive Futures, Regional Research Institute for Human Services, Portland State University, PO Box 751, Portland, OR, 97207-0751, USA. eileen@pdx.edu.
² Center for Improvement of Services to Children and Families, Portland State University, Portland, OR, 97207-0751, USA.
³ ICF International, Three Corporate Square, Suite 370, Atlanta, GA, 30329, USA.
⁴ Research and Training Center for Pathways to Positive Futures, Regional Research Institute for Human Services, Portland State University, PO Box 751, Portland, OR, 97207-0751, USA.

PMID: 25804830
DOI: 10.1007/s11414-015-9454-y

Abstract

Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis from the Longitudinal Child and Family Outcome Study including 248 culturally diverse youth ages 17 through 22 receiving mental health services in systems of care. After 12 months of services, school performance was positively related to youth ratings of school functioning and service participation and satisfaction. Regression analysis revealed ratings of young peoples' perceptions of school functioning, and their experience in services added to the significant prediction of satisfactory school performance, even controlling for sex and attendance. Finally, in addition to expected predictors, participation in planning their own services significantly predicted enrollment in higher education for those who finished high school. Findings suggest that programs and practices based on positive youth development approaches can improve educational outcomes for emerging adults.

Publication types

Research Support, U.S. Gov't, Non-P.H.S.
Research Support, U.S. Gov't, P.H.S.

MeSH terms

Achievement*
Adolescent
Educational Status
Female
Humans
Male
Mental Disorders / therapy*
Mental Health Services*
Mental Health*
Patient Satisfaction*
Schools*
Young Adult