The values that should be inherent in Supported Education programs are hope, dignity, and:

Supported Education is a psychiatric rehabilitation practice grounded in the core principles of the recovery model. Alongside fostering hope and ensuring the dignity of the individual, the practice is fundamentally built on individualization. This means that all services, supports, and plans are tailored to the unique strengths, needs, preferences, and educational goals of each person. A one-size-fits-all approach is antithetical to the model; instead, support is flexible and person-centered, recognizing that each individual's path to educational success is different.

A. Self-actualization: This is a broad, ultimate life goal in humanistic psychology, not a specific, foundational value guiding the day-to-day delivery of the Supported Education service model.

B. Achievement: This is an outcome or goal of participating in the program. The core values (hope, dignity, individualization) are the principles that guide the process to help a person reach that achievement.

C. Self-help: While Supported Education promotes empowerment and self-determination, "individualization" is the more precise term describing the programmatic value of tailoring the service directly to the person's specific circumstances.

1. Substance Abuse and Mental Health Services Administration (SAMHSA). (2010). Supported Education Evidence-Based Practices (EBP) KIT. HHS Publication No. SMA-09-4463. Rockville, MD: Center for Mental Health Services.

Reference Point: In the "What is Supported Education?" section, the kit emphasizes that services are "highly individualized and tailored to the student’s preferences, strengths, and goals." This principle is a recurring theme throughout the document.

2. Unger, K. V. (2008). The role of supported education in the recovery of individuals with psychiatric disabilities. American Journal of Psychiatric Rehabilitation, 11(3), 197-219. https://doi.org/10.1080/15487760802282990

Reference Point: Page 202 discusses the critical components of Supported Education, highlighting that "services are individualized and based on consumer preference," which directly supports the concept of individualization as a core value.

3. Anthony, W. A., Cohen, M., Farkas, M., & Gagne, C. (2002). Psychiatric Rehabilitation (2nd ed.). Boston, MA: Boston University, Center for Psychiatric Rehabilitation.

Reference Point: Chapter 2, "The Guiding Principles of Psychiatric Rehabilitation," outlines the foundational values that underpin all psychiatric rehabilitation practices, including Supported Education. The principle of person-centeredness and individualization is central, stating that services must be developed based on the unique needs and goals of each individual.