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The purpose of this paper is to evaluate how mental health service user involvement in health professional education adds value to student learning about recovery-oriented practice and to determine the quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship to recovery-oriented practice; and psychometric properties.

Studies of service user involvement were reviewed to identify their research objectives. These were mapped against an Australian recovery-oriented practice capability framework together with the constructs measured by instruments used in these studies. Psychometric properties for each instrument were evaluated using the COSMIN checklist.

While research objectives are not stated in terms of recovery-oriented practice, they do relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric properties. The most commonly used instrument measures only stigma and has poorly validated psychometric properties.

This paper demonstrates that the “value add” of service user involvement in health professional education has been poorly defined and measured to date. Learning from lived experience is central to a recovery-orientation and is an expectation of health professional education programmes. Defining objectives for service user involvement in terms of recovery-oriented practice and developing an instrument which measures student learning against these objectives are important areas for ongoing research supporting improved approaches to supporting people’s recovery.

Discovery Colleges are new, exciting innovations. The purpose of this paper is to describe the process of developing and implementing the first pilot of a Discovery College for young people in Ireland. This paper aims to assist in providing direction for future comparable projects.

The author takes a narrative approach to highlight the rationale for introducing the Discovery College model into an Irish context and to outline the project phases and participant feedback.

The pilot project is outlined and the key learnings are explained.

Recovery Education is a growing model both nationally and internationally, and this pilot was an innovative project, the first of its kind to bring Recovery Education to a younger audience in Ireland. This paper aims to assist in providing direction for future comparable projects.

While the research literature on Recovery Colleges is relatively well-established, comprehensive research concerning Recovery Education for young people is currently scarce. The purpose of paper is to provide an overview of determinants of, and barriers to, the successful implementation of youth-adapted Recovery Colleges, known as Discovery Colleges, and to explore the wider impact of Discovery Colleges and Recovery Colleges.

In consultation with a Recovery College Peer Educator, three undergraduate applied psychology students conducted a literature review with no date limits on publications in the Google Scholar and PubMed electronic databases.

A total of 15 publications were included. Determinants for successful implementation included the importance of previously established Recovery College foundations, service and content accessibility and evaluative feedback. Barriers were primarily related to differences in how development, identity and environment between adults and young people impact positive educational outcomes. The wider impact of Discovery Colleges highlighted an improvement in relationships between service users and health-care professionals, an improved attitude towards education; improvements in well-being, self-worth and social connection; and promotion of transformative learning and personal autonomy. Through this, Discovery Colleges also continue to challenge the contemporary medical model of mental health.

To the best of the authors’ knowledge, this was the first literature review conducted specifically focussing on important factors in establishing Discovery Colleges. This literature review provides an important overview for both service users and staff members in how the development and implementation of this exciting and relatively new initiative can be further explored and enhanced going forward.

This paper aims to describe the working of one of the first Recovery Colleges (RCs) and explore the defining characteristics.

This study explores the ways in which an educational approach contributes to the process of recovery as observed in the Nottingham Recovery College (NRC). A mixed-method research design was adopted, combining interviews, observation and visual methods as well as analysis of quantitative data. The process contributed to the continuing development of “fidelity criteria”, or defining principles and key features, of the college.

The NRC demonstrates the possibilities of offering an alternative approach within mental health services; one which is educationally rather than therapeutically informed. The design and operation of the college is informed by educational principles in the creation and execution of the curriculum. This is critically developed through processes of co-production and co-facilitation by those with professional and lived experience, supported by policy development, rigorous documentation and the creation of a supportive, but challenging culture and environment. Students are offered very real opportunities for involvement, progression and leadership within and beyond the college.

Whilst building on work on education in self-management, the RCs move beyond the transmission of information to create new relationships between mental health professionals and students (rather than “service users”) – and through this, the relationship between students and their “condition” appears to be transformed. Early evidence suggests the NRC also provides a model of interaction that is distinct in educational terms.

There is significant interest nationally and internationally in the development and operation of RCs in England. RCs present a possibility of transformation in the lives of people with long-term mental health conditions, with outcomes such as greater confidence and hope for the future in addition to widening social networks and providing opportunities for progression. They are also important in the implementation of Recovery through organisational change and the remodelling of commissioning arrangements.

This is the first paper to be presented for publication specifically on the NRC. There is currently little published research on RCs. These are unique (and varying) organisations which are creating considerable interest nationally and internationally. An exploration of their defining characteristics will feed into subsequent larger-scale research.

The purpose of this paper is to review the 20 remarkable lives of student accounts published in this journal. These recovery narratives (RNs) are examined first in terms of whether they meet the five elements of the connectedness, hope, identity, meaning and empowerment (CHIME) model of recovery and then in terms of what makes each account remarkable.

Two Excel spreadsheets were created. One had each author’s name and the five elements of the CHIME model, the other the features of a remarkable life.

All 20 accounts fulfilled the criteria for the CHIME model, independently validating this model of recovery. Hence, each account showed evidence of connectedness, hope, identity, meaning and empowerment. A number of additional characteristics stood out from the accounts such as the importance of motherhood and of education.

All 20 accounts were only reviewed by the two authors, who may be subject to bias. To reduce this, the first author did the bulk of the ratings. This paper shows the importance of education for recovery.

Some 15/20 accounts reported problems with mental health services, mainly around waiting lists. Must mental health always remain a Cinderella service?

This is the first attempt to synthesise this particular set of recovery narratives, entitled remarkable lives. These accounts show the richness of the recovery journeys embarked on by many sufferers and these are just drawn from one University. Like the authors of these stories, we too as recovery specialists have much to learn from their inspiring accounts.

Recovery Colleges could deliver many of the defined key outcomes within the Cross Governmental Mental Health Outcomes Framework “no health without mental health” (Department of Health, 2011). The purpose of this paper is to critically appraise the existing evidence of recovery educational programmes in mental health and gain a deeper understanding of the processes and outcomes involved.

A broad search strategy looking at recovery educational programmes in mental health was used. The data were gathered from two focus groups each containing five people, one with facilitators and one with students. Thematic analysis was used, following the six stages, recursive process recommended by Braun and Clarke (2006).

The main processes described in recovery programmes were co-production and education. The main outcomes were that recovery programmes led to a reduction in the use of health services, increased opportunities for future employment and a positive impact on staff. The process themes that appeared to emerge were the College ethos and principles, co-production, safety, empowerment and stimulation. The outcome themes that appeared to emerge included increased confidence, motivation and social interaction.

Recovery Colleges appear to benefit both facilitators and students by co-production of a safe, stimulating environment which empowers them: participating in the college benefits facilitators as well as students. This paper is of value to those interested in recovery and education within mental health.

Recovery Colleges are education-based mental health resources, utilising practitioner and lived experience expertise, promoting skills to enhance student independence. The purpose of this paper is to evaluate the impact of engagement with a Recovery College in Northern England on student wellbeing.

Feedback questionnaires were analysed from 89 students attending the Recovery College. Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMBS) and “Empower Flower” (a measure of personal resources) data for 56 students were compared pre- and post-attendance at courses.

The SWEMBS and Empower Flower indicated improvements in wellbeing and personal resources pre- to post-attendance at Recovery College courses. Satisfaction with the service was high. Students saw the service as unique, accepting and enabling. Students noted they developed a sense of hope, confidence and aspirations. They related this to practical changes, e.g. increasing work-related activity and decreasing service use.

This research suggests that there is a need for further evaluation of the unique contribution that Recovery Colleges can make to mental wellbeing, and the mechanisms involved in promoting the process of recovery.

The Recovery College may be a cost-effective way to provide a supportive recovery-orientated environment which promotes students’ ability to build self-confidence and skills, enabling them to connect with others and progress towards independence and valued goals. This complements more traditional mental health services.

This paper reports on an area of mental health development where there is very limited research, adding valuable data to the literature.

To galvanize practical discussion about how to modify psychiatry residency programs to instill the recovery paradigm into students who will become psychiatrists.

A review of relevant literature is undertaken.

Eight suggestions are offered to help residency programs initiate conversations about recovery.

There has been little, if any, discussion about how psychiatry residency programs must change in terms of curriculum and pedagogy.

The purpose of this paper is to focus on the findings of a review of the Learning Advice Service which provided mainstream learning opportunities and individual support to people using mental health services. The service was decommissioned after 15 years due to service reconfiguration and cost-cutting.

Semi-structured interviews were carried out with members of the Learning Advisor’s caseload by a researcher with no affiliation to the NHS or the Institute of Mental Health and no connection to the clients. The researcher also transcribed and analysed the interviews. This ensured that there could be no personal or positive bias. The clients faced significant mental health challenges and used the Learning Advice Service to facilitate and support their entry into mainstream learning.

The service enabled individuals facing significant mental health challenges to gain access to adult, community, distance and further and higher education facilitated by individual advice, guidance and support. They were able to broaden their sense of identity beyond that of someone using mental health services and to widen their social and educational base.

Lack of funding within mental health services to continue this type of work limits research which would further explore the value of mainstream education in the recovery of people with a mental health diagnosis. While this cohort was small because of funding and staffing constraints, it would be possible to generalise to a larger scale, using flexible person-centred ways of working if the will, staffing and funding were made available. Further research is certainly indicated as current practice has moved away from mainstream inclusion to discrete provision with associated limitations.

The practical implications include the development of autonomy and the development of a sense of identity that is separate from a mental health diagnosis and where appropriate to gain qualifications and further the student’s knowledge.

Social implications include broadening one’s experience, developing communication skills in a broad context, transferable skills, independence and strengthening one’s sense of identity separate from a mental health diagnosis.

Individuals from a variety of educational and other backgrounds who expressed an interest in pursuing education in mainstream facilities were encouraged and supported in doing so in flexible and individual ways. It appears to be more usual that people using mental health services are encouraged to learn in groups comprising other people using such services, frequently on mental health service premises with associated limitations.

The purpose of this paper is to describe the establishment of the Dumfries and Galloway Wellness and Recovery College (The College) within the University of the West of Scotland.

A narrative approach is taken to outline the project and justify its philosophy.

Progress so far is outlined and the vision for the future is explained.

It is believed that stigma and discrimination are pernicious and pervasive and a concerted and deliberately conscious attempt is needed to establish an inclusive, egalitarian and aligned approach whereby practices match values base.

This is justified as being in keeping with a philosophy based on the concepts of recovery, co-production co-delivery and co-receiving. Although not without precedent this development is innovative in being embedded within the university sector and challenging existing paradigms in terms of the positive and inclusive approach to mental health.