Hope headquarters: recovery college

Jay, Leighton; Macadam, Bruce; Gardner, Pamela; Mahboub, Lyn

doi:10.1071/he17034

Cited by 10 publications

(6 citation statements)

References 12 publications

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“…Participants also expressed hope in the ability of primary healthcare services to be more recovery‐oriented as an outcome of staff participation in the RC, reflecting the transformative nature of RCs for clinical staff and services identified by Sommer et al (). Improved sense of identity, particularly through the development of a student and/or educator identity in contrast to a “patient” identity, has also been discussed in previous research (Jay et al, ; Meddings et al, ).…”

Section: Discussionsupporting

confidence: 54%

“…This research adds to the growing body of work aiming to explore and understand the role of RCs in the mental health recovery journey (Jay et al, ; Meddings, McGregor, Roeg, & Shepherd, 2015). In particular, the results describe the way in which the RC functioned as a transition space between a stigmatized “patient” identity and a normalized “student” identity, ultimately fostering hope for recovery and for the future.…”

Section: Discussionmentioning

confidence: 96%

“…The RC strongly reflected the key features that define RCs, in that it highlighted the importance of co‐production, physical location, operating the RC on college/pedagogical principles, acknowledging lived experience, therapists as educators, complementing traditional treatment, and the promotion of partnership and citizenship in supporting recovery and hope for the future (Perkins et al, ). Fostering hopefulness is an important element of the RC concept, identified in previous research as an outcome for RC participants (Burhouse et al, ; Jay et al, ; Kaminskiy & Moore, ; Sommer et al, ). Participants also expressed hope in the ability of primary healthcare services to be more recovery‐oriented as an outcome of staff participation in the RC, reflecting the transformative nature of RCs for clinical staff and services identified by Sommer et al ().…”

Section: Discussionmentioning

confidence: 98%

“…RCs are in their infancy. However, available results from a growing number of evaluations are positive regarding improved wellness, reduced feelings of isolation, improved clinical and well‐being indicators, reduction in acute and community mental health service use, achievement of personal goals and hopefulness for the future, as well as meeting course expectations (Ebrahim, Glascott, Mayer, & Gair, ; Bourne, Meddings, & Whittington, ; Jay, Macadam, Gardner, & Mahboub, ; Meddings, McGregor, Roeg, & Shepherd, 2015; Rinaldi, Marland, & Wybourn, ). The transformative nature of RCs for clinical staff and mental health services – by changing attitudes toward mental health recovery and the value of the lived experience knowledge base – has also been reported (Sommer, Gill, & Stein‐Parbury, ).…”

Section: Introductionmentioning

confidence: 99%

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Recovery college as a transition space in the journey towards recovery: An Australian qualitative study

Muir‐Cochrane

Lawn

Coveney

et al. 2019

Nursing & Health Sciences

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Recovery colleges are formal learning programs that aim to support people with a lived experience of mental illness. In this study, we aimed to explore the experiences of participants in a pilot recovery college that opened in Adelaide, South Australia, in 2016. A qualitative exploratory study was conducted involving interviews with learners (n = 8) and focus groups with lived experience facilitators (course facilitators with a lived experience of mental illness, n = 5), Clinician facilitators (mental health service staff facilitators, n = 4), and care coordinators (staff providing case management support, n = 5). Three main themes (hope, identity, and the recovery college as a transition space) and two subthemes (recovery college experience and outcomes) were identified. The results showed that the recovery college provided a transition space for shifting learners' identities from patient to student, facilitated by the experiences and outcomes of the recovery college, providing hope for the future. This study highlights the importance of providing mentally healthy and non-stigmatizing learning environments to promote and cement recovery for people with a lived experience of mental illness. K E Y W O R D Slived experience, mental health, qualitative, recovery, recovery college

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Recovery college as a transition space in the journey towards recovery: An Australian qualitative study

Muir‐Cochrane

Lawn

Coveney

et al. 2019

Nursing & Health Sciences

View full text Add to dashboard Cite

show abstract

“…Service users’ focus on this aspect, in part, may be due to the co-facilitation of a service user with lived experience. Literature indicates that the equality aspect of peer support/co-production is valued greatly by participants attending Recovery College courses (Meddings et al , 2015; Rinaldi and Suleman, 2012), and that this can lead to other participants with lived experience feeling welcomed and accepted (Jay et al , 2017).…”

Section: Discussionmentioning

confidence: 99%

Outcomes of a co-produced and co-delivered relaxation course for service users and staff at a secure mental health service

Johnson

Elsegood

Browne

2022

JMHTEP

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Purpose This study aims to gauge the usefulness of a Recovery College relaxation course for both staff and service users within a secure mental health setting. Design/methodology/approach The course compromised of seven stand alone sessions, each teaching a different relaxation skill. Pre- and Post questionnaires were administered comprising of two closed and one open ended questions. Findings Participants (n = 49) reported an average decrease of 32% in pre- and post-session tension. Ninety-two percent of evaluative responses endorsed sessions as “worthwhile” and 92% endorsed the relaxation skills as “useful in the future”. Participants described the workshops as “enjoyable” and “relaxing”. Practical implications In the spirit of Recovery Colleges, the course offers the opportunity for individuals with lived experience to participate in the production and delivery of interventions. Improving both staff and service user well-being is cost-effective and may help to normalise and de-stigmatise difficulties with stress and anxiety. Originality/value To the best of the authors’ knowledge, this appears to be the first evaluation of a co-produced and co-delivered relaxation course for both staff and service users within inpatient mental health settings. This paper presents a preliminary evaluation of a novel intervention to improve staff and service user well-being.

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The operationalisation of recovery colleges: A scoping review

Jones,

Crawford,

Mahboub

et al. 2024

Health Prom J of Aust

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BackgroundRecovery Colleges (RCs) represent an approach to enhancing mental wellbeing through education, lived experience and co‐production. Despite their increasing presence, scant literature explores the operationalisation of RCs and their embodiment of co‐production principles. The aim of this scoping review was to investigate the operationalisation of RCs and their application of co‐production in RCs located in high‐income countries over the past decade.MethodsEmploying an established scoping review methodology, searches were conducted across seven academic databases. Ten primary studies met the inclusion criteria. In addition, stakeholders were consulted to validate themes and uncover knowledge gaps.ResultsFindings suggest that RCs are inherently idiosyncratic, adapted to suit local contexts. Discussions persist regarding their optimal institutional contexts and positioning and the interpretation of key terms such as ‘recovery’ and ‘co‐production’, influencing daily operations and stakeholder involvement. Challenges surrounding measuring success against fidelity criteria underscore the need for a broader understanding of RC value and sustainability.ConclusionThis review offers a synopsis of the existing literature offering insights concerning the operationalisation of RCs. Through a synthesis of diverse primary studies, it systematically identifies and describes the operational nuances within the RC landscape and the fundamental elements underpinning RC operations, while shedding light on critical knowledge gaps in both research and practice.So What?This review underscores the importance of a broader understanding of RC value and sustainability, offering insights for both research and practice in the field of mental health and wellbeing. This review highlights the significance of further exploration and refinement of RC operationalisation to enhance their effectiveness and impact in supporting mental wellbeing.

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Hope headquarters: recovery college

Cited by 10 publications

References 12 publications

Recovery college as a transition space in the journey towards recovery: An Australian qualitative study

Recovery college as a transition space in the journey towards recovery: An Australian qualitative study

Outcomes of a co-produced and co-delivered relaxation course for service users and staff at a secure mental health service

The operationalisation of recovery colleges: A scoping review

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