Understanding the challenge of a widening access framework within mental health

Abstract

Purpose

This paper recognises that Government policy in the UK is increasingly moving toward greater inclusion of education in mental health (MH) recovery. This research will support this move by offering evidence of innovative practice involving service-users, HE curriculum delivery and research experiences, within MH.

Design/methodology/approach

This is the early stages of the first cycle of an action research model which uses participant led research, supported by HE, community and MH teams promoting positive MH and wellbeing.

Findings

Early findings will demonstrate how BeWEHL (Bettering Wellbeing, Education, Health and Lifestyle) has been effective at raising confidence, reducing clinical dependency but above all, raising aspirations for learning among all those service-users involved in this project.

Research limitations/implications

While the outcomes of this research are very positive, and do show some significant, early potential for using HE as an intervention strategy for engaging service-users in additional learning, these findings are premised on small numbers and as such a bigger sample will be needed.

Practical implications

MH is poses significant challenges to retention and submissions. Equally, recruitment is, to a large extent, reliant on clinical teams posing dilemmas to ongoing student promotion.

Originality/value

This paper will be of interest to those working within widening access, MH, other researchers, service-users and others interested in or working within holistic care plans.

Citation

Richardson, M. and McCarthy, K. (2013), "Understanding the challenge of a widening access framework within mental health", Higher Education, Skills and Work-Based Learning, Vol. 3 No. 3, pp. 196-206. https://doi.org/10.1108/HESWBL-06-2012-0013