Recovery Colleges – safe, stimulating and empowering
| DOI | https://doi.org/10.1108/MHSI-06-2017-0028 |
| Published date | 13 November 2017 |
| Pages | 280-288 |
| Date | 13 November 2017 |
| Author | Laurie Windsor,Glenn Roberts,Paul Dieppe |
| Subject Matter | Health & social care,Mental health,Social inclusion |
Recovery Colleges –safe, stimulating
and empowering
Laurie Windsor, Glenn Roberts and Paul Dieppe
Abstract
Purpose –Recovery Colleges could deliver many of the defined key out comes within the Cross
Governmental Mental Health Outcomes Framework “no heal th without mental health”(Department of
Health, 2011). The purpose of this paper is to critically appraise the existing evidence of
recovery educational programmes in mental health and gain a deeper un derstanding of the processes
and outcomes involved.
Design/methodology/approach –A broad search strategy looking at recovery educational programmes in
mental health was used. The data were gathered from two focus groups each containing five people, one
with facilitators and one with students. Thematic analysis was used, following the six stages, recursive
process recommended by Braun and Clarke (2006).
Findings –The main processes described in recovery programmes were co-production and education.
The main outcomes were that recovery programmes led to a reduction in the use of health services,
increased opportuniti es for future employmen t and a positive impact on sta ff. The process themes tha t
appeared to emerge were the College ethos and principles, co-production, safety, empowerment and
stimulation. The outcome themes that appeared to emerge included increased confidence, motivation and
social interaction.
Originality/value –Recovery Colleges appear to benefit both facili tators and students by co-production
of a safe, stimulating environment which empowers them: participating in the college benefits facilitators
as well as students. This paper is of value to those interested in recovery and education within
mental health.
Keywords Recovery colleges, Recovery, Co-production, Recovery education
Paper type Research paper
Introduction
In 2011, the Cross Governmental Mental Health Outcomes Framework “no health without
mental health”(Department of Health, 2011) defined key outcomes for people with mental health
problems as “a greater ability to manage their own lives, stronger social relationships […]
(gaining) the skills they need for living and working, and improved chances in education”.
Following this, the Department of Health commissioned the “Implementing Recovery through
Organisational Change”(ImROC) supporting recovery programme. Recovery Colleges have
been central to ImROC’s aim to enable people to progress in their recovery. They are similar to
conventional adult education colleges and involve people registering for an array of courses
designed to promote recovery.
Currently there are over 40 Recovery Colleges in the UK (Perkins et al., 2012), so it is
important to understand their effects, and how they work. The aims of this study were first,
to critically appraise the existing evidence of recovery programmes in mental health, and
second to gain a deeper understanding of the processes and outcomes involved,
through qualitative research (focus groups) with facilitators and students. This study took
place in the Devon Rec overy Learning Community (DRLC) whi ch is a Recovery College based
throughout Devon.
Laurie Windsor is a Consultant
Psychiatrist at Devon
Partnership NHS Trust,
Exeter, UK.
Glenn Roberts is a retired
Consultant Psychiatrist based
in Devon, UK.
Paul Dieppe is an Emeritus
Professor of Health and
Wellbeing at the University of
Exeter Medical School,
Exeter, UK.
PAGE280
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MENTALHEALTH AND SOCIAL INCLUSION
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VOL. 21 NO. 5 2017, pp. 280-288, © Emerald Publishing Limited, ISSN 2042-8308 DOI 10.1108/MHSI-06-2017-0028
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