As part of the VA’s IPS program, an employment specialist worked with a larger team of clinicians and support staff to integrate mental and physical health treatment into the employment services of veterans experiencing homelessness. The employment specialist assessed participants’ vocational abilities and helped tailor an accelerated job search based on their strengths and preferences.

Caseworkers conducted an initial assessment interview and skills test to determine their clients’ needs and assigned clients to various activities. Clients without a high school diploma or equivalent were typically assigned to basic education classes. Clients with a high school diploma or equivalent and little work experience were typically assigned to a Community Work Experience Program. Clients with both a high school diploma or equivalent and work experience were typically assigned to a job club for intensive job search.

Integrated Case Management participants worked with a single case manager to improve their educational and vocational skills and to determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or general education diploma were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience. Case managers provided job search assistance after they determined that participants were employable.

Although some participants were first referred to short-term training and education programs, most were initially assigned to a job club for 30 hours a week, followed by a job search during which they were required to contact 20 employers a week. Participants also had access to a job developer, life skills and vocational training, secondary and postsecondary education, and supportive services such as child care and transportation. Case managers intensively monitored participants’ activities and could sanction them by reducing their benefits.

The WRP was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.

WCBT was delivered in two-hour group sessions, held twice weekly. Each group had two to seven participants. Sessions focused on psychoeducational topics related to work, cognitive restructuring, social skills education, and navigating work with a social anxiety disorder. Vocational services employees who had been trained in cognitive behavioral therapy for anxiety disorders led the sessions, with two leaders per session. WCBT participants were eligible to receive 16 hours of WCBT over the course of four weeks.

Pathways began with orientation activities, which included assessments of occupational skills and career interests. Participants then worked three days per week and spent the other weekdays participating in nonwork activities provided by Pathways, such as job-readiness training, career-development workshops, and case management. Participants first worked in transitional jobs with street-cleaning crews or in the kitchen of the implementing organization, the Doe Fund. Next, they worked at a subsidized internship with a partner employer.

EMPOWER—Navajo Reservation was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the AFDC program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.