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The purpose of this paper is to provide a preliminary outline of the international presence, commonality and differences between Recovery Colleges.
Abstract
Purpose
The purpose of this paper is to provide a preliminary outline of the international presence, commonality and differences between Recovery Colleges.
Design/methodology/approach
This study used a short e-mailed survey to create a map of Recovery Colleges internationally and review Recovery Colleges outside the UK. Questions gathered descriptive and qualitative data to gain an overview of the mode of delivery and aspects respondents felt were noteworthy.
Findings
This paper identifies Recovery Colleges in 22 countries in five continents (including the UK). Participants described wide variance in their context. Despite adaptations, the operational models and inherent principles of each were closely aligned to those developed in the UK.
Originality/value
This paper provides the first baseline of Recovery Colleges on an international scale. It provides evidence of a high degree of commonality despite variance in setting and highlights the internationally valued transformational power of this model.
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Christine Lowen, Linda Birt and Juniper West
The purpose of this paper is to understand how dementia is represented within current UK Recovery College courses and how people with dementia are involved with such courses.
Abstract
Purpose
The purpose of this paper is to understand how dementia is represented within current UK Recovery College courses and how people with dementia are involved with such courses.
Design/methodology/approach
A scoping survey was developed with seven multiple choice questions. Information was collected to find out: How many Colleges are currently offering dementia courses; have previously offered courses or plan to start offering courses; how they have developed their courses; who delivers them; who can attend; and how long courses have been running. Individual Recovery Colleges could leave contact details if they were interested in collaborating on future research projects. UK Recovery Colleges were identified using a published list (Anfossi, 2017) supplemented with internet searching. 86 e-mail messages were sent to Recovery Colleges inviting Leads/Managers to complete the survey through an electronic link.
Findings
Of the 28 (32.6 per cent) Recovery Colleges who completed the survey, 11 reported to be currently offering dementia courses, while eight planned to start doing so. Six Recovery Colleges stated they were not currently offering dementia courses, have not done so previously and have no current plans to.
Research limitations/implications
The survey results indicate variability in provision of UK Recovery College courses for people with dementia, and raise further questions about the way the courses are used, their acceptability and usefulness.
Originality/value
This service evaluation highlights the variability in what is offered, which is an important step in understanding the current service provision.
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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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
The pilot project is outlined and the key learnings are explained.
Originality/value
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.
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Holly Thompson, Laura Simonds, Sylvie Barr and Sara Meddings
Recovery Colleges are an innovative approach which adopt an educational paradigm and use clinician and lived experience to support students with their personal recovery. They…
Abstract
Purpose
Recovery Colleges are an innovative approach which adopt an educational paradigm and use clinician and lived experience to support students with their personal recovery. They demonstrate recovery-orientated practice and their transformative role has been evidenced within mental health services. The purpose of this study is to explore how past students understand the influence of the Recovery College on their on-going recovery journey.
Design/methodology/approach
An exploratory, qualitative design was used and semi-structured interviews took place with 15 participants. Data was analysed using the “framework method” and inductive processes.
Findings
All participants discussed gains made following Recovery College attendance that were sustained at one year follow-up. Three themes emerged from the data: Ethos of recovery and equality; Springboard to opportunities; and Intrapersonal changes.
Originality/value
This research explores students’ experiences a year after attendance. This contrasts to most research which is completed immediately post course. This study contributes to the emergent evidence base highlighting the longitudinal positive impact of Recovery Colleges. This study is of value to those interested in recovery-oriented models within mental health. Recovery Colleges are gaining traction nationally and internationally and this research highlights processes underlying this intervention which is of importance to those developing new Recovery Colleges.
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Selma Ebrahim, Angela Glascott, Heidi Mayer and Elodie Gair
Recovery Colleges are education-based mental health resources, utilising practitioner and lived experience expertise, promoting skills to enhance student independence. The purpose…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Research limitations/implications
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.
Practical implications
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.
Originality/value
This paper reports on an area of mental health development where there is very limited research, adding valuable data to the literature.
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Elisabeth Zabel, Grace Donegan, Kate Lawrence and Paul French
Recovery Colleges strive to assist individuals in their journey of recovery and help organisations to become more recovery focused. The evidence base surrounding Recovery Colleges…
Abstract
Purpose
Recovery Colleges strive to assist individuals in their journey of recovery and help organisations to become more recovery focused. The evidence base surrounding Recovery Colleges is still in its infancy and further research is required to investigate their effectiveness. The purpose of this paper is to explore the subjective experience of people involved with a Recovery College: “The Recovery Academy” based in Greater Manchester.
Design/methodology/approach
A qualitative study using data collected from four focus groups of Recovery Academy students who have either lived experience of mental health problems, are health professionals or are family members or carers. The data were analysed using thematic analysis.
Findings
Four main themes emerged from discussing experiences of the Recovery Academy and its courses: ethos of the Recovery Academy; personal and organisational impact; value of co-production; and barriers to engagement and impact. The Recovery Academy can have a positive impact on the lives of students who attend the courses and offer benefits to the organisation in which it is run.
Originality/value
Recovery Colleges are gaining large interest nationally. However, to date there is a paucity of research on Recovery Colleges. This is the first paper to be presented for publication specifically on the Recovery Academy. The findings of this study suggest Recovery Colleges have the potential to positively impact students and facilitate recovery oriented organisational change. The findings can add valuable data to the emerging Recovery College evidence base.
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Sara Meddings, Shannon Guglietti, Hazel Lambe and Diana Byrne
– The purpose of this paper is to explore Recovery College from a student perspective and consider what contributes to making Recovery College effective.
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.
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Sara Meddings, Jane McGregor, Waldo Roeg and Geoff Shepherd
– The purpose of this paper is to review the available evidence regarding the effectiveness and cost effectiveness of Recovery Colleges. To make suggestions for future research.
Abstract
Purpose
The purpose of this paper is to review the available evidence regarding the effectiveness and cost effectiveness of Recovery Colleges. To make suggestions for future research.
Design/methodology/approach
Selective review of relevant published studies, including reports in the “grey” literature.
Findings
Despite methodological limitations, it has been consistently found that attendance at Recovery Colleges is perceived to be useful and to help people progress towards their recovery goals. There is some evidence of reductions in service use (and therefore costs). In addition, there is evidence of beneficial effects for peer trainers and possible positive impact on staff attitudes.
Research limitations/implications
The existing research highlights the need for further robust studies, using both qualitative and quantitative methods, to understand better the overall impact of Recovery Colleges and the underlying mechanisms of change.
Practical implications
There is a need for further studies of the relationship between the “key defining features” and outcomes. This means the collection and pooling of systematic, “practice-based” evidence.
Social implications
The introduction of an explicitly recovery educational (“learning”) model into mainstream mental health services seems to have a profound effect on reducing the power differences inherent in traditional professional/patient relationships. If this can be replicated across organisations it could facilitate the kind of fundamental cultural change necessary to give back recovery to the people who have always owned it.
Originality/value
The information collected together in this paper is already publicly available, however it is difficult to find. The analysis and interpretation is original.
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Jane McGregor, Julie Repper and Helen Brown
– This paper aims to describe the working of one of the first Recovery Colleges (RCs) and explore the defining characteristics.
Abstract
Purpose
This paper aims to describe the working of one of the first Recovery Colleges (RCs) and explore the defining characteristics.
Design/methodology/approach
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.
Findings
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.
Research limitations/implications
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.
Practical implications
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.
Originality/value
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.
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