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This study aims to develop immersive scenarios (immersive videos) to foster generalization of learning while addressing social cognition, a factor associated to violence in schizophrenia. The authors sought to develop immersive videos that generate a sense of presence; are socially realistic; and can be misinterpreted and, if so, lead to anger.

A multiphase mixed method was used to develop and validate the immersive scenarios. The development phase consisted of preliminary interviews and co-design workshops with patients (n = 7) and mental health practitioners (n = 7). The validation phase was conducted with patients (n = 7) and individuals without mental disorders (n = 7).

The development phase led to the creation of five scenarios (S1, S2, S3, S4, S5); they included social cues which could lead to self-referential and intentional biases. Results of the validation phase showed that all scenarios generated a sense of presence and were considered highly realistic. Three scenarios elicited biases and, consequently, moderate levels of anger (annoyance).

Immersive videos represent a relevant and accessible technological solution to address social-cognitive domains such as self-reference bias.

No intervention using immersive technologies had been developed or studied yet for individuals with schizophrenia at risk of violence in secure settings. This project demonstrated the feasibility of creating immersive videos which have relevant attributes to foster generalization of learning in the remediation of social-cognitive deficits.

The purpose of this paper is to identify the psychosocial approaches that have been studied and for which positive outcomes have been reported for individuals with schizophrenia in correctional and forensic psychiatric settings.

A rapid review of the literature was undertaken. A search was conducted on MEDLINE and PsycNET electronic databases. Each identified approach was analyzed to define their types and components.

In total, 24 studies pertaining to 18 different psychosocial approaches were identified. Half of the studies used a quasi-experimental design with control group. Most frequent outcomes reported were improvements in knowledge about illness and problem solving. Seven studies reported positive outcomes related to issues more specific to this population (violence, aggression, and recidivism). Approaches associated with these studies used mainly traditional cognitive behavior therapy and cognitive remediation. The focus was on neurocognition, social cognition, social skills, emotion management and problem solving.

This rapid review may enlighten clinical settings on psychosocial approaches for which positive outcomes have been reported with individuals with schizophrenia in correctional and forensic psychiatric settings. The picture obtained supports the idea of using integrated rehabilitation approaches that cover the aforementioned intervention focuses with this population.

A significant contribution of the rapid review is based on the analysis of the psychosocial approaches identified. This process offers a closer look at the nature and content of the approaches used according to the outcomes reported.

Recovery colleges have expanded over the last decade, providing educational courses and workshops on topics of mental health and well-being, co-delivered by peer workers and clinicians. This review aims to synthesise findings from the qualitative literature to explore the impact of recovery colleges on student well-being.

A systematic search of the qualitative literature was conducted in December 2021. Four databases were searched: Emerald, PubMed, ProQuest and Scopus. In total, 11 studies met the criteria for review and were subject to thematic synthesis.

Five themes were generated including “A shift in power”, “Being connected”, “Personal growth”, “Adopting the role of a student” and “Meeting expectations”.

These findings were consistent with previous literature, which suggest that much of the recovery college’s impact lies in its ethos, which promotes empowerment and inclusivity. However, the review also drew attention to lesser explored areas of the recovery college such as how students understand the support on offer from the recovery college and manage their expectations around this.

Several studies lacked methodological and analytical rigour and may well suffer from self-selecting samples leading to an overwhelmingly positive experience. Evaluation by independent researchers is paramount.

It is nearly eight years since this area was previously reviewed during which time considerable growth in the literature has resulted.