The role of work in the recovery journey: Meaning, transformation, and inclusion
Bibliographic record
Abstract
Introduction: Employment plays a vital role in the recovery of individuals with serious mental illness, yet its specific contributions to well-being remain underexplored. This study examines how individuals perceive employment in their recovery, identifying key factors that support workplace inclusion and personal growth. Method: An explanatory, multiple-case study design was used. Semistructured interviews were conducted with five participants with serious mental illness, and data were analyzed thematically to identify recurring themes related to employment and recovery. Result: Employment fostered self-awareness, advocacy, and self-actualization. Participants reported that understanding their condition enabled them to advocate for workplace accommodations, while both awareness and advocacy supported self-actualization. Peer support was critical for sustaining employment and fostering a sense of belonging. These elements interacted to create an inclusive work environment that facilitated ongoing recovery. Conclusion: Employment is a dynamic and integral component of recovery. Workplace policies promoting self-awareness, advocacy, and peer support enhance job retention and well-being. Occupational therapists can play a key role in supporting individuals by facilitating workplace accommodations, strengthening self-advocacy skills, and fostering peer support networks, ensuring that employment contributes meaningfully to recovery.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".