Recovery college intervention for people living with BPD
| Date | 29 July 2022 |
| Pages | 384-394 |
| DOI | https://doi.org/10.1108/MHSI-07-2022-0044 |
| Published date | 29 July 2022 |
| Subject Matter | Health & social care,Mental health,Social inclusion |
| Author | Colette Lane |
Recovery college intervention for
people living with BPD
Colette Lane
Abstract
Purpose –Literature regarding recovery has focussed on diagnoses such as schizophrenia, with few
papers focussing on borderlinepersonality disorder (BPD). This is a significant areain need of change
because a lack of research concentrating on recovery from BPD could be seen to perpetuate the view
that recovery from this condition may not be possible. Recovery Colleges (RCs) in the UK began in
2009and aim to offer co-producedand co-facilitated psychoeducationalcourses to encourage recovery
and enable people to developskills and knowledge so they become experts inthe self-management of
their difficulties. Given the gaps within the recovery literature, it is unclear how Recovery Collegescan
support recoveryfor people diagnosed with BPD. The purpose of this study was to explore the impact of
a RecoveryCollege course for people diagnosedwith BPD.
Design/methodology/approach –Using participatory methods, this paper aims to explore the question of
what personal recovery looks like for people with BPD and how this may prove useful in developing future
practice in RCs. Qualitativefeedback data was collected from 51 managing intense emotions courses delivered
to 309 students using a patientreported experience measure between Autumn 2015 and Autumn 2021.
Findings –The results of this study indicatethat people with BPD can experience recovery, whilst still
experiencing symptoms,as long as they receive appropriate co-produced, recovery-orientated support
and services.
Practical implications –Further research in this area could help shape future clinical practice by
embeddinga recovery-focussed programmeinto community services.
Originality/value –Literature regarding recovery has focussed on diagnoses such as schizophrenia
withfew papers focussing on BPD. This is an area in needof change because a lack of research on recovery
from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. RCs
offer co-produced and co-facilitated psychoeducational courses around recovery, enabling people to
develop skills and knowledge to become experts in the self-management of their difficulties. Given the gaps
within the recovery literature it is unclear how RCs can support recovery for this group of service users.
Keywords Co-production, Social inclusion, Recovery, Borderline personality disorder,
Recovery college BPD, Recovery, UK
Paper type Research paper
Introduction
Anthony (1993) defined personal recovery as moving towards a life that is hopeful, with
purpose and meaning. Andresonet al. (2003) used a definition of “[...] the establishment of
a fulfilling, meaningful life and a positive sense of identity founded on hopefulness and self-
determination” (p. 588). This can lead to a challenge within mental health (MH) services
because of the conflict between personal recovery being defined by peoples’ subjective
improvements and the accurate measurement of this (Repper and Perkins, 2003;Tew,
2013). Recovery Colleges (RCs) embody the philosophy that recovery is unique to the
person (Bradstreet, 2004), modelling a recovery-focussed approach and driving a change
in the culture of traditional MH services.
RCs in the UK began in 2009 (Perkins et al.,2012). RCs offer co-produced and
co-facilitated psychoeducational courses meaning courses are developed and led by a
Colette Lane is based with
the Psychologically Informed
Consultation and Training
Service (PICT), Surrey and
Borders Partnership NHS
Foundation Trust,
Leatherhead, UK.
With thanks to the members
of the core project team for their
time and discussion relating to
the reported findings.
The opinions expressed here
represent those of the author
and not necessarily those of
Surrey and Borders Partnership
NHS Foundation Trust.
Availability of data and
materials: The RC database
contains anonymised student
information; each student has a
student number to maintain
confidentiality. This is stored in
an encrypted file with all
personal identifiable
information removed, in
keeping with the requirements
of the ethical approval process.
Consent for publication: All
participants provided written
consent to the presentation of
anonymised quotes from
feedback forms.
Competing interests: The
author declares no competing
interests in relation to this
project.
PAGE 384 jMENTAL HEALTH AND SOCIAL INCLUSION jVOL. 28 NO. 5 2024, pp. 384-394, ©Emerald Publishing Limited, ISSN 2042-8308 DOI 10.1108/MHSI-07-2022-0044
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