Starting from Scratch: Co-production with dramatherapy in a Recovery College

Abstract

This piece of writing has focused on the first stage of creating a co-production arts wing of the Recovery College and is written with the intention of demonstrating the practical value of a dramatherapy and ‘experts by experience’ collaboration. It includes an introduction to ‘recovery’ and the contemporary NHS guidelines for a Recovery College. The first four classes of co-production in action with a dramatherapist are described with feedback from students. Followed by a sharing of the evolution of this process into three new courses leading to a workshop, performance and exhibition on World Mental Health Day. It also includes a BASIC Ph evaluation analysis of group work through the three courses run in collaboration with a dramatherapist at the Recovery College. The following questions are addressed by the evaluation – Can dramatherapy effectively support the co-production process? Can these co-production situations be creatively defined and described by their participants? The conclusions are that dramatherapy lends itself to collaborative work. Service users share languages of resilience and, through forming social networks, improve in confidence and self-esteem.

A systematic review of the principles of co-production in relation to the mental health and wellbeing of care leavers

“…Whilst increased involvement may demonstrate 'true' co-production, some elements of a study may not be appropriate to share. Hence, transparency and mutually agreed objectives, roles and boundaries are deemed necessary, wherever possible (Casey & Webb, 2019;Critchley et al, 2019;Dent, 2019 increased knowledge and experience of these formal interactions. Unfortunately, relationship building also runs the risk of causing power balance shifts if considerations such as cross-cultural respect, translators, fair incentives, anonymity and truly unbiased participant selection are not recognised (Casey & Webb, 2019;Duffy, 2017;Horgan et al, 2020;Lambert & Carr, 2018;NCC, 2019;NIHR, 2019;Pinfold et al, 2015).…”

“…Co-production requires ongoing reflection, to celebrate successes (personal, social and educational) and address barriers, especially those causing exclusion (Casey & Webb, 2019;Critchley et al, 2019;Duffy et al, 2017;Kelly et al, 2020;Lambert & Carr, 2018;NCC, 2019;NIHR, 2019;Pinfold et al, 2015;Tribe , 2019).…”

“…Also, equally validating those working at different academic levels and with ranging support needs. Participants should be reflective of the target population (Duffy et al, 2017) regardless of the level of adaptation required, to ensure mental and physical safety (Casey & Webb, 2019;Critchley et al, 2019;Duffy et al, 2017;Gheduzzi et al, 2019;Horgan et al, 2020;Kelly et al, 2020;Lambert & Carr, 2018;Mayer & McKenzie, 2017;NCC, 2019;NIHR, 2019;Pinfold et al, 2015;Tribe, 2019). This includes consideration of upbringing (e.g.…”

“…It is suggested that gradual, organic data collection is best (Casey & Webb, 2019) whereas others noted that a timely pace enabled better engagement and avoided unsustainable dependency (Critchley et al, 2019).…”

“…Time to learn 'basic skills' which would benefit the individual moving forwards, such as time management, form filling or conversational etiquette, was suggested as beneficial to those without this experience but which could prevent full involvement in the process (Casey & Webb, 2019;Duffy et al, 2017;Gheduzzi et al, 2019;Kelly et al, 2020;NCC, 2019;NIHR, 2019). Participants are more able to gain knowledge, research skills, resilience and coping strategies in unfamiliar scenarios simply through their involvement (Casey & Webb, 2019;Critchley et al, 2019;Kelly et al, 2020;Lambert & Carr, 2018;Rose & Kalathill, 2019;Tribe, 2019).…”