Focuses on the dual challenges to community inclusion success: the responsibilities of providers to work with both service recipients and mainstream community groups. They are tasked with promoting community inclusion for individuals and organizations in the mainstream of community life, with an emphasis on the role of mental health providers in both traditional and peer-run program environmentsin partnering with mainstream community groups.
Welcoming Places 2020 Calendar
Our 2020 edition of our yearly calendar is based on our Welcoming Places project. The Temple University Collaborative recently conducted a study in which participants identified and described a community location where they felt welcomed as a person with a mental illness. We believe that welcoming places are important for encouraging sustained participation in the community. The calendar features descriptions of welcoming places and challenges you to set goals and engage in your welcoming place! Make 2020 the year you identify your welcoming place!
Welcoming Places in the Community: Perspectives from Individuals with Serious Mental Illnesses
This document provides first-person accounts from people with lived experience of mental illness regarding what characteristics turn a community space into a meaningful place, and steps we can take to make all places in our communities more welcoming. If you’re curious about what you find welcoming in a place, there’s a series of worksheets at the end of this document that will help you do just that! Identifying welcoming features can lead to increased community participation for everyone, including people with serious mental illnesses.
Promoting Supportive Academic Environments for Faculty with Mental Illnesses: Resource Guide and Suggestions for Practice
Promoting Supportive Academic Environments for Faculty with Mental Illnesses: Resource Guide and Suggestions for Practice provides both a review of current research into the experiences of academic faculty with mental illnesses and a set of recommendations for academic administrators and colleagues to promote a more welcoming work environment in higher education.
This guide focuses on ways to make college and university campuses more accessible for faculty with mental disabilities. It provides concrete suggestions for creating a “culture of access” by offering effective strategies for promoting inclusive language, managing accommodations, and revising policies around recruitment, hiring, and leaves of absence. The recommendations in this guide are informed by a survey that gathered information from more than 300 self-identified faculty with mental-health histories. Completed by Margaret Price (The Ohio State University), Stephanie L. Kerschbaum (University of Delaware), Mark Salzer (Temple University) and Amber O’Shea (Temple University), this survey is the first of its kind and joins other key research projects sponsored by the Temple University Collaborative. The guide, authored by Price and Kerschbaum, can serve as a training manual on its own, or can be used as a basis for interactive workshops.
Welcoming Work Environments
This document focuses on strategies for creating more welcoming work environments within mental health agencies for staff members with mental health conditions. It provides readers – those who have been diagnosed with a mental health issue as well as agency CEOs, board members, supervisors, managers, and anyone else that might derive benefit from our suggestions with a set of ideas and strategies that can be implemented to better support agency colleagues by creating and maintaining a positive, supportive, and welcoming work environment that enhances work life for all employees.
Beyond The Diagnosis: Story Telling Project