Peer workers as emotion managers: Tight and loose enactment of mutuality in mental health care

Kirkegaard, Sine; Andersen, Ditte

doi:10.1016/j.ssmqr.2022.100200

Cited by 1 publication

(1 citation statement)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is a qualitative study drawing on semi‐structured interviews collected as part of a larger ethnographic study of RCs. Participants were recruited from an RC organized in conjunction with the free, universal public psychiatric system in Denmark (Kirkegaard & Andersen, 2018, 2022; Kirkegaard, 2022). Danish psychiatry is inspired by peer programmes in the United States, the United Kingdom, the Netherlands and Australia, reflecting the wide‐ranging turn towards a strength‐ and recovery‐oriented approach to mental health care (Thériault et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Recovery college dropout: A qualitative study of external, relational and course‐related dropout drivers in co‐produced mental health care

Andersen

Waldemar

Kirkegaard

2023

Int J Mental Health Nurs

Self Cite

View full text Add to dashboard Cite

Recovery colleges (RCs) are rapidly spreading across Western countries, and research indicates beneficial outcomes of this co‐produced model of mental health care. Meanwhile, risks of adverse outcomes and RC dropout remain understudied. To address this research gap, we conducted qualitative interviews with 14 participants who dropped out of RC courses in Denmark. This article, adhering to the consolidated criteria for reporting qualitative research (COREQ), presents a typology of the main dropout drivers identified in our sample: external, relational and course‐related. External drivers involve practical obstacles, for example some participants feared taking public transportation and lacked access to alternative means of travelling to the courses. Relational drivers entail distressing interactions with educators or peer students, for example some participants felt stigmatized or intimidated. Course‐related drivers concern the content of the courses, for example some students considered the academic level too basic as their design did not take prior learning into account, while others experienced a sense of alienation because they were unable or unwilling to share the kind of personal experiences course assignments envisaged. In the discussion of our findings, we consider how different types of drivers call for different modes of responses. We discuss dilemmas related to the proposed responses for reducing or accepting RC dropout.

show abstract