The process of establishing Discovery College in Melbourne
| Date | 13 August 2018 |
| Published date | 13 August 2018 |
| Pages | 187-194 |
| DOI | https://doi.org/10.1108/MHSI-07-2018-0023 |
| Author | Liza Hopkins,Andrew Foster,Lara Nikitin |
| Subject Matter | Health & social care,Mental health,Social inclusion |
The process of establishing Discovery
College in Melbourne
Liza Hopkins, Andrew Foster and Lara Nikitin
Abstract
Purpose –The purpose of this paper is to understand and inform the development and implementation of a
newly established Discovery College (a youth-focused Recovery College). It also aims to contribute to a
broader understanding of the benefits and barriers to establishing Recovery Colleges.
Design/methodology/approach –The overall study took a mixed-methods approach to the evaluation of
Discovery College, including a qualitative process evaluation component as well as a mixed-methods
outcomes evaluation. This paper reports on the findings of the process evaluation, which undertook key
informant interviews with a range of stakeholders in the implementation process.
Findings –A total of 16 themes emerged from the qualitative data, which were then clustered into four
main areas: establishing Discovery College, organisational context, nature of Discovery College and service
transformation. Implementation was reported as both feasible and effective. Initial tension between fidelity
to the model and a pragmatic approach to action was negotiated during implementation and through an
ability of staff to tole rate uncertainty, enabled by th e efforts and support of senior ser vice management and
college staff.
Originality/value –Recovery Colleges co-designed and implemented in youth mental health services are a
recent development in the field of mental health care and very little has previously been published regarding
the feasibility, effectiveness and acceptability of youth-focused Recovery Colleges. This paper is one of the
first to assess the barriers and enablers to the implementation of Discovery College within a clinical youth
mental health service.
Keywords Mental health, Recovery, Youth, Discovery College
Paper type Research paper
Introduction
In recent decades, recovery has taken a prominent position within the field of mental
health. In this sense, the term recovery is defined as an ongoing, personal journey, experienced
and worked towards b y the individual wit h mental illness (Sla de et al., 2014; Ralph and
Corrigan, 2005, Perkins et al., 2012; Fortune et al., 2015). Driven largely by users of mental
health services requesting more information, control and choice regarding illness
management, this redefining of recovery has seen a shift in mental health policies and
services from a “symptom-illn ess-treatment”type medical model towards one which aims to
empower individua ls through recove ry and the promotion of subjective and fu nctional
wellbeing (Me ddings et al., 2015; Slade, 2013; Zucchelli and Skinner, 2013). A large body of
research highlights peer support and the sharing of lived experiences to be greatly beneficial to
Meddings et al., 2014; Burhouse et al., 2015; Gill, 2014; Newman-Taylor et al., 2016; Zabel
et al., 2016). In the area of me ntal health, the valu ing of lived experie nce has provided uni que
insight into menta l illness, as well as providing pat hways to empowerment and self-c onfidence
for those sharing their experiences (Stratford et al., 2016). Within this perspective, individuals
with lived experiences of mental illness are acknowledged as experts and can provide
valuable, insigh tful guidance, sup port and direction fo r mental health init iatives and servic es
(Stratford et al., 2016).
Liza Hopkins is Evaluation and
Research Development Officer
at headspace, Alfred
Health, Melbourne, Australia.
Andrew Foster is based at
headspace, Alfred Health,
Melbourne, Australia.
Lara Nikitin is Recovery
Program Team Leader at
headspace, Alfred Health,
Melbourne, Australia.
DOI 10.1108/MHSI-07-2018-0023 VOL. 22 NO. 4 2018, pp. 187-194, © Emerald Publishing Limited, ISSN 2042-8308
j
MENTALHEALTH AND SOCIAL INCLUSION
j
PAG E 187
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