Walking side-by-side: Recovery Colleges revolutionising mental health care
| DOI | https://doi.org/10.1108/MHSI-11-2017-0050 |
| Date | 12 February 2018 |
| Published date | 12 February 2018 |
| Pages | 18-26 |
| Author | Joanne Sommer,Katherine Gill,Jane Stein-Parbury |
| Subject Matter | Health & social care,Mental health,Social inclusion |
Walking side-by-side: Recovery Colleges
revolutionising mental health care
Joanne Sommer, Katherine Gill and Jane Stein-Parbury
Abstract
Purpose –The Recovery College model is an innovative approach to providing education to consumers,
carers and mental health staff, with the potential to facilitate both personal recovery gains and organisational
transformation towards recovery-focused service provision. The purpose of this paper is to explore the
experiences of students who attended the South Eastern Sydney Recovery College (SESRC).
Design/methodology/approach –An exploratory, descriptive qualitative design was employed with data
collected through seven focus group interviews with consumers and mental health staff who had participated
in courses run by the SESRC. Thematic analysis of the data was conducted using both deductive and
inductive processes in order to interpret the data.
Findings –All participants were positive about their involvement in the RC. Four themes emerged from the
thematic analysis: connection with others, hope for the future, the importance of the lived experience, and
changing attitudes and systems.
Originality/value –The outcomesof this studyindicate that the SESRCis achieving its aimsin relation to both
personal recovery gains, and the potential to impact on service transformation. It highlights the centrality of
co-production as a fundamentalaspect of the Recovery College model.This paper contributes to the emerging
evidence base for this model andprovides evidence that this model is applicable to the Australian context.
Keywords Recovery, Co-production, Peer education, Self-determination, Service transformation
Paper type Research paper
Introduction
Recoveryis the guiding philosophy for contemporary mental health services in Australia, as outlined
in current key state and national documents (Commonwealth of Australia, 2009, 2013; NSW Mental
Health Commission, 2014). However, services struggle to integrate this paradigm, often adopting
the philosophy without altering practice (Slade et al., 2012). A cultural shift is required, challenging
the established hierarchies, from professionals as all-knowing experts to egalitarian relationships
of shared power with service users (Shepherd et al., 2008; Slad e et al., 2014). The Recovery
College model has recently emerged as an approach with the potential to facilitate both
personal recovery gains and organisational transformation towards recovery-focused services
(Meddings, McGregor, Roeg and Shepherd, 2015; Perkins et al., 2012).
This model transforms traditional mental health care into educational activities for mental health
consumers, their carers and mental health staff. Through education, Recovery Colleges help
people develop their personal resources, become experts in their own care and realise their life
goals and aspirations.
Benefits of recovery college
Studies examining the impact of Recovery Colleges demonstrate a range of benefits to those
who participate, including high satisfaction rates and positive experiences (Gill, 2014; Meddings,
Byrne, Barnicoat, Campbell and Locks, 2014; Meddings, Campbell, Guglietti, Lambe, Locks,
Byrne and Whittington, 2015; Meddings, Guglietti, Lambe and Byrne, 2014; Meddings,
McGregor, Roeg and Shepherd, 2015; Rinaldi and Suleman, 2012; Zucchelli and Skinner, 2013).
Joanne Sommer is a
Rehabilitation Clinical
Coordinator at the South
Eastern Sydney Local Health
District, Sydney, Australia.
Katherine Gill is based at South
Eastern Sydney Recovery
College, Sydney, Australia.
Jane Stein-Parbury is based at
the University of Technology
Sydney, Sydney, Australia.
PAG E 18
j
MENTALHEALTH AND SOCIAL INCLUSION
j
VOL. 22 NO. 1 2018, pp. 18-26, © Emerald Publishing Limited, ISSN 2042-8308 DOI 10.1108/MHSI-11-2017-0050
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