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1 – 2 of 2Sara Meddings, Diana Byrne, Su Barnicoat, Emogen Campbell and Lucy Locks
– The purpose of this paper is to explore the process of using a co-production partnership approach in the development of a Recovery College pilot.
Abstract
Purpose
The purpose of this paper is to explore the process of using a co-production partnership approach in the development of a Recovery College pilot.
Design/methodology/approach
This is a case study of the co-production process, using action research to learn from ongoing reflection, mid-project review and feedback questionnaires.
Findings
The partnership process is an integral and valued aspect of the Recovery College. Challenges include different organisational cultures and processes and the additional time required. Mutual respect, appreciation of different expertise, communication, a shared vision and development plan have been key to success. The paper focused on governance and fidelity; recruitment and training; curriculum development and evaluation. People are enthusiastic and motivated. Co-production and equal partnership are a valuable approach to developing a Recovery College.
Originality/value
At present many regions are developing Recovery Colleges. This paper describes one approach and shows that co-production is valuable to the process of developing a Recovery College.
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Laurie Windsor, Glenn Roberts and Paul Dieppe
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…
Abstract
Purpose
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.
Design/methodology/approach
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).
Findings
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.
Originality/value
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.
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