Recovery Colleges; how effective are they?
| Pages | 209-218 |
| Date | 09 July 2018 |
| DOI | https://doi.org/10.1108/JMHTEP-09-2017-0056 |
| Published date | 09 July 2018 |
| Author | Selma Ebrahim,Angela Glascott,Heidi Mayer,Elodie Gair |
| Subject Matter | Health & social care,Mental health,Mental health education |
Recovery Colleges; how effective
are they?
Selma Ebrahim, Angela Glascott, Heidi Mayer and Elodie Gair
Abstract
Purpose –Recovery Colleges are education-based mental health resources, utilising practitioner and lived
experience expertise, promoting skills to enhance student independence. The purpose of this paper is to
evaluate the impact of engagement with a Recovery College in Northern England on student wellbeing.
Design/methodology/approach –Feedback questionnaires were analysed from 89 students attending the
Recovery College. Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMBS) and “Empower Flower”
(a measure ofpersonal resources) data for56 students were compared pre-and post-attendance at courses.
Findings –The SWEMBS and Empower Flower indicated improvements in wellbeing and personal
resources pre- to post-attendance at Recovery College courses. Satisfaction with the service was high.
Students saw the service as unique, accepting and enabling. Students noted they developed a sense of
hope, confidence and aspirations. They related this to practical changes, e.g. increasing work-related activity
and decreasing service use.
Research limitations/implications –This research suggests that there is a need for further evaluation of
the unique contribution that Recovery Colleges can make to mental wellbeing, and the mechanisms involved
in promoting the process of recovery.
Practical implications –The Recovery College may be a cost-effective way to provide a supportive
recovery-orientated environment which promotes students’ability to build self-confidence and skills, enabling
them to connect with others and progress towards independence and valued goals. This complements more
traditional mental health services.
Originality/value –This paper reports on an area of mental health development where there is very limited
research, adding valuable data to the literature.
Keywords Education, Wellbeing, Recovery, College, Effectiveness, Confidence
Paper type Research paper
Introduction
The NHS England (2016) strategy for mental health promotes increased equality of access to
care, commissioning for outcomes, involvement across organisations, raising mental health
awareness to tackle stigma, and timely access to a range of therapies. Co-production with
people who have lived experience of mental health problems, carers and communities may
provide opportunities to increase effective, sustainable health care (Boyle and Harris, 2009),
alongside more recovery focussed care (Shepherd et al., 2008). Shepherd et al. (2010) identified
ten organisational challenges enabling co-produced care to become a reality including
employment of experts by experiences (EBEs) in the workforce, e.g. as peer support workers,
and Recovery Colleges which are led by EBEs.
Recovery College s are education base d, combining prac titioner knowled ge with expertise
from experience, p romoting skills to e nhance choice and independence complementing
traditional mental health services (Meddings, Mcgregor, Roeg and Shepherd, 2015; Perkins
et al., 2012). Recovery College principles include co-production, a focus on adult learning,
open access, peer support, and self-management (Meddings, Mcgregor, Roeg and Shepherd,
2015; Perkins et al., 2012). Meddings, Mcgregor, Roeg and Shepherd (2015) identify common
themes in the content of courses offered by Recovery Colleges. These include a focus on
Received 22 September 2017
Revised 22 December 2017
Accepted 19 March 2018
The authors would like to thank all
the students who took part in the
project and colleagues who helped
with the preparation of the paper.
Dr Selma Ebrahim is a
Consultant Clinical
Psychologist at the
Psychological Services,
Northumberland Tyne and
Wear NHS Foundation Trust,
Newcastle upon Tyne, UK.
Angela Glascott is a Recovery
College Coordinator at the
Northumberland Tyne and
Wear NHS Foundation Trust,
Newcastle upon Tyne, UK.
Heidi Mayer is a Higher
Assistant Psychologist at the
CYPS Newcastle & Gateshead,
Northumberland Tyne and
Wear NHS Foundation Trust,
Newcastle upon Tyne, UK.
Dr Elodie Gair is a Senior
Clinical Psychologist at the
Northumberland Tyne and
Wear NHS Foundation Trust,
Newcastle upon Tyne, UK.
DOI 10.1108/JMHTEP-09-2017-0056 VOL. 13 NO. 4 2018, pp. 209-218, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
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