1. HOPE Community Integration Program (HCIP) Student Researchers: Hilary Carney, Mariel Chase, Renae Levor, Megan Muscatello, and Anna Rombola Faculty Mentor: Susan Okon, Ed.D., OTR/L A Collaborative Project between FGCU Occupational Therapy Students and the HOPE Clubhouse of Southwest Florida, Inc. Program Outline: Introduction session Pre-test measures 10 program sessions One post-test six week follow up session Documented qualitative data and member reflections Methodology: Mixed methods outcomes study Qualitative and quantitative data Descriptive and observational analysis of social participation through engagement in community programs for leisure and education Assessment Tools: Participation Scale (P-Scale) (Van Brakel et al., 2010) Research-designed HCIP Questionnaire Clinical observations Participants: Members are over 18 years of age with a history of mental illness 28 participants Average of 7-8 attendees per session Increased initiative to pursue social activities of interest Increased participation in group activities as opposed to solitary Created new meaningful roles and occupations Introduced opportunities to engage in new occupations and explore community resources Established resources for volunteer opportunities Presented HCIP Resource Book with instructions on accessing community agencies Primary Research Question: “Does this program, focused on utilization of community resources for leisure and education, result in increased social participation in Clubhouse members with Severe Mental Illness (SMI)?” P.E.O. Model Clubhouse Model HOPE Community Integration Program (HCIP) Education Social Participation Gulf Coast Humane Society FGCU Food Forest Yoga Bird Studio Fort Myers Striders Club FGCU Waterfront FGCU Adaptive Services FSW State College Fort Myers Regional Library Gulf Coast Literacy Council-GED Leisure Supporting Evidence : Leisure: Individuals with SMI spend a large amount of time involved in passive leisure and sleep (Yanos & Robilotta, 2001). Social networks, social supports, and participation in a greater number of activities, regardless of the type of activity, were related to recovery (Hendry, Green, & Perrin, 2009). Education: Individuals with SMI who participate in supported education programs feel better prepared to interact with peers and instructors, as well as demonstrate appropriate behavior in this environment upon completion of their educational program (Gutman et al., 2008). Pet Therapy Utilization of FGCU Food Forest Increase in exercise Opportunities to participate in races Resource for running shoes Enrolled in FSW State College classes Library memberships ”I’m the Clubhouse gardener and I want this garden to look great.” Clubhouse Gardening FGCU Food Forest “Thank you for the plant clippings. We can’t wait to plant them at the Clubhouse.” Gulf Coast Humane Society “I get along better with animals most of the time; they’re great listeners and so full of love.” FGCU Waterfront “I used to be a professional swimmer but haven’t had my feet in the water for ten years.” Fort Myers Regional Library “I never even knew the library had all this cool stuff.” References: Gutman, S., Kerner, R., Zombek, I., Dulek, J., & Ramsey, A. (2009). Supported education for adults with psychiatric disabilities: Effectiveness of an occupational therapy program. American Journal of Occupational Therapy, 63(3), 245-254. Hendryx, M., Green, C., & Perrin, N. (2009). Social support, activities, and recovery from serious mental illness: STARS study findings. The Journal of Behavioral Health Services & Research, 36(3), 320-329. Van Brakel, W., Anderson, A., Bakirtzief, Z., Das-Pattanayak, R., Mutatkar, R., Nicholls, P., & Raju, M. (2010). Participation Scale [Measurement Instrument]. Yanos, P. & Robilotta, S. (2011). An examination of time-use among adults diagnosed with severe mental illnesses using daily interviews. Psychiatric Rehabilitation Journal, 34(3), 243-247.