Student perspectives: recovery college experience

Sara Meddings (Consultant Clinical Psychologist, based at Sussex Partnership NHS Foundation Trust and Sussex Recovery College, Hastings, UK)
Shannon Guglietti (Assistant Psychologist, based at Sussex Partnership NHS Foundation Trust and Sussex Recovery College, Hastings, UK)
Hazel Lambe (Student, a Volunteer Buddy, and a Student Representative, based at Sussex Partnership NHS Foundation Trust and Sussex Recovery College, Hastings, UK)
Diana Byrne (Senior Peer Recovery Trainer, based at Sussex Partnership NHS Foundation Trust and Sussex Recovery College, Hastings, UK)

Mental Health and Social Inclusion

ISSN: 2042-8308

Publication date: 5 August 2014

Abstract

Purpose

The purpose of this paper is to explore Recovery College from a student perspective and consider what contributes to making Recovery College effective.

Design/methodology/approach

The authors draw on interviews with students, course feedback forms, a detailed narrative of one of the authors’ experiences as a student and the authors’ own reflections.

Findings

Students’ experience is that Recovery College is effective because of the social relational factors, learning from other students and the collaborative co-production approach; the educational approach learning skills and knowledge, and choice and progression to personal goals.

Originality/value

This paper explores key aspects of Recovery College from a student perspective, informing the authors about possible components to their effectiveness.

Keywords

Citation

Sara Meddings, Shannon Guglietti, Hazel Lambe and Diana Byrne (2014) "Student perspectives: recovery college experience", Mental Health and Social Inclusion, Vol. 18 No. 3, pp. 142-150

Download as .RIS

DOI

: https://doi.org/10.1108/MHSI-05-2014-0016

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014, Emerald Group Publishing Limited

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