Social work’s approach to recovery in mental health and addiction policies: a scoping review

Kourgiantakis, Toula; McNeil, Sandra; Hussain, Ahsen; Logan, Judith; Ashcroft, Rachelle; Lee, Eunjung; Williams, Charmaine C.

doi:10.1080/15332985.2021.2019169

Cited by 2 publications

(2 citation statements)

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“…Research suggests, however, that service exchanges may not consistently reflect the basic tenets of recovery (Craig, 2008 ; Davidson et al, 2006 ; Petros & Solomon, 2020 ; Ramon et al, 2007 ), perhaps due to difficulty understanding how to apply recovery principles in practice (Chen et al, 2013 ) or because providers are hesitant to embrace all aspects of recovery (Davidson et al 2006 ; Ramon et al 2007 ; Craig, 2008 ; Ramon, 2009 ; Russinova et al 2011 ). Even in settings that privilege biomedical approaches over programming and resources that may more effectively promote recovery, social workers can still emphasize a recovery-orientation in their service exchanges with clients (Kourgiantakis et al, 2022 ). Service provision can be enhanced with the support of clinical supervision by skilled professionals who are themselves committed to recovery and proficient at translating principles of recovery into practice (Choy-Brown et al, 2016 ; Hoge et al, 2009 ).…”

Section: The Pilot Continuing Education Programmentioning

confidence: 99%

Supporting Clinical Development Through Integrative Continuing Education for Field Instructors

et al. 2022

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Field education is the signature pedagogy of social work education, but there is no standardized mechanism to ensure field instructors are trained in the same clinical modalities as social work students or are well-trained in the provision of clinical supervision. Feasibility was assessed of providing field instructors (n = 9) with a continuing education (CE) program to train them in a specialized evidence-based practice, motivational interviewing (MI) in a recovery context, and strategies for supervision. Participants of the CE program gained confidence (p < .05) and knowledge in the spirit (p < .01) and skills (p < .001) of MI; while participants described initial reactions of disdain when role-plays were introduced in the training, they ultimately identified role-plays and facilitator modeling as key features in producing their own practice change and mimicked the use of parallel process – using MI as a way to teach MI – in their provision of supervision. Findings suggest that offering a CE program to train field instructors in a specialized evidence-based practice embedded in course work and strategies for supervision is feasible and may result in enhanced supervision in field education.

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Section: The Pilot Continuing Education Programmentioning

confidence: 99%

Supporting Clinical Development Through Integrative Continuing Education for Field Instructors

et al. 2022

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“…Recovery can be understood from various perspective, including a "clinical" approach that emphasizes symptom reduction and relapse prevention, and a "personal" and "social" approach that focus on personal goals, individual strength and social reintegration (4). The latter perspective on recovery have increasingly influenced the delivery and organization of services in the field of substance use and mental health, particularly in community services, but also within specialist health care services (5,6). An optimal continuum should encompass both biomedical treatments and community-based, person-centered approaches that emphasize personal and social recovery (5).…”

Section: Introductionmentioning

confidence: 99%

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

Selbekk,

Kvelland,

Nordås

et al. 2023

Front. Psychiatry

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IntroductionRecovery colleges (RCs) are learning environments, first established in the UK, based on principles that support positive life changes and reduce stigma related to challenges with mental health and substance use problems. RCs offer courses based on co-production processes and are designed and delivered jointly by individuals with lived experience and professional experts. The courses are open to anyone, attracting people with a variety of life experiences. RCs are non-clinical environments that provide individuals with the identities of students and/or trainers as autonomous and independent agents. In this paper, we investigate experiences of being a part of a RC in Norway, either as a student and/or as a course trainer with lived experiences of mental health or substance use challenges. We ask the following research question: What kinds of personal and social processes are enabled by being part of a recovery college from the perspective of persons with experience-based competence?Materials and methodsThe study is qualitative and explorative based on 11 individual (N = 11) and two focus group interviews (N = 8). Participants were recruited from two of the first RCs in Norway between August 2021 and January 2022.ResultsStudy participants describe how their involvement in a RC provided them with opportunities to assume new positions in their recovery process, both related to former institutional identities given in the course of treatment and related to the way they see themselves as people struggling with mental health and substances use challenges. Attending a RC represented significant transitions (1) from an institutional position as “sick” or as “what’s on the paper” into a position as “a whole person”; (2) from being in in a position as a recipient of care to the position as actively responsible for life changes; (3) from seeing themselves as worthless to seeing themselves as persons with resources; (4) from being alone to being part of a fellowship. Participants describe being part of a RC as an invaluable addition to other kind of support or help.DiscussionIt is important to provide alternative arenas like RC for facilitating work with life changes, as an invaluable addition to regular services.

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Social work’s approach to recovery in mental health and addiction policies: a scoping review

Cited by 2 publications

References 62 publications

Supporting Clinical Development Through Integrative Continuing Education for Field Instructors

Supporting Clinical Development Through Integrative Continuing Education for Field Instructors

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

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