A meta‐recovery framework: positioning the ‘<scp>N</scp>ew <scp>R</scp>ecovery’ movement and other recovery approaches

Winship, Gary

doi:10.1111/jpm.12266

Cited by 21 publications

(23 citation statements)

References 41 publications

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“…Such distinctions highlight the different ingredients of each intervention, and the way they shape recovery orientation among staff. We believe there is value in combining interventions as a means of addressing the current challenges and aspirations to change the current reality of psychiatric wards (Simpson et al., ; Winship, ).…”

Section: Discussionmentioning

confidence: 99%

“…Psychiatric treatment in community and inpatient services is one distinct care context where a more humanistic orientation is evolving, nurtured by the recovery vision (Anthony, ). Recovery‐oriented practice involves a shift towards a holistic person‐centred approach in treating people with mental illnesses, from a therapeutic approach to a more education‐oriented model (Winship, ). Developing recovery‐oriented care is a challenging objective for psychiatric hospitals in particular.…”

Section: Introductionmentioning

confidence: 99%

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Implementing recovery‐oriented interventions with staff in a psychiatric hospital: A mixed‐methods study

Hornik-Lurie

Shalev

Haknazar

et al. 2018

Psychiatric Ment Health Nurs

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Accessible Summary What is known on the subject? Recovery‐oriented care is a means of providing mental health treatment, focused on the patient's individual needs and active involvement in one's own care. However, this approach presents with challenges, particularly in psychiatric hospitals, which tend to be focused on symptom reduction. What does the paper adds to existing knowledge? This study examines the influence of three different recovery‐oriented training programmes/interventions (namely, illness management and recovery, peer support, and psychiatric advance directives) on the attitudes and practice of mental health staff (including nurses) in an inpatient setting, using a mixed‐methods methodology. We quantitatively assess the knowledge, attitudes and practices developed following recovery‐oriented training, compared to staff not trained in these interventions. We interviewed staff exposed to the different interventions to learn about their personal views and characterized the benefits and challenges they experienced. Mainly, the illness management and recovery training created a positive change in the work attitude and some work‐related practices of mental health staff and the increased presence of a person‐centred approach supporting patient autonomy. However, and contrary to expectations, there was no increase in practices that support personal goals or provide individually tailored services. Peer support had an experiential impact among mental health staff, initiating a more humane, positive approach to patients. Psychiatric advance directives were reported as more challenging to implement and with limited impact. What are the implications for practice? Recovery‐oriented trainings can be internalized and implemented by staff in medical model psychiatric settings. Despite recovery‐oriented training, challenges do occur—notably, they are hardest to implement in acute wards/patient states and by psychiatric nurses. Using multiple recovery‐oriented programmes/interventions can accelerate the momentum for change in traditional settings and promote positive practice. Ongoing comprehensive mental health staff training on recovery‐oriented care programmes is essential in order to sustain change over time. Training is not enough in itself—hospital administrations need to be actively involved in promoting recovery‐oriented policies. Abstract IntroductionDeveloping person‐centred recovery‐oriented care is a challenge in mental health systems, particularly psychiatric hospitals. AimTo assess the knowledge, attitudes and practices developed following recovery‐oriented training of nurses and other staff; to identify the benefits and challenges involved in the implementation of recovery‐oriented intervention in psychiatric wards. MethodA mixed‐methods study compared recovery knowledge, attitudes and practices of 37 mental health ward staff trained in recovery‐oriented intervention, against 35 staff not trained. Fifteen staff were interviewed about their experiences, and protocols were qualitatively anal...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing recovery‐oriented interventions with staff in a psychiatric hospital: A mixed‐methods study

Hornik-Lurie

Shalev

Haknazar

et al. 2018

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

show abstract

“…It has long been recognised by the Recovery movement as central to the experience of successful rehabilitation from severe mental illness, as well as a useful corrective against the overly pessimistic character of some psychiatric classification systems (Slade, 2009). However, many contemporary models of recovery miss the communal dimension and instead posit the recovery journal in entirely individualistic terms (Winship, 2016). The authors of these three studies would argue that hope is impossible without some notion of belonging to a community of like-minded individuals.…”

Section: Discussionmentioning

confidence: 99%

“…Devolving the natural power structures between staff and patient (named 'flattened hierarchy' by Rapoport, 1960) became a key aspect of later TCs (Campling, 2001) along with the harnessing of peer relationships between members as a powerful therapeutic resource (Spandler, 2006). These innovations arguably anticipated the rise of several innovations in mental health services, including the recovery approach (Winship, 2016) and service user involvement (Haigh, 2004).…”

Section: Introductionmentioning

confidence: 99%

Understanding personal change through storytelling in a therapeutic community

Clarke

2016

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Purpose The purpose of this paper is to explore the potential for personal and community transformation through storytelling within a therapeutic community (TC) through the analysis of one narrative case study. Design/methodology/approach The paper uses a narrative research design to describe and theorise the individual narrative of a TC client member, “Emily”, who self-identified areas of therapeutic change. Emily’s story is a single case of personal and community transformation. Analysis focussed on story of her weight loss to understand her changing role to herself and the community. Findings Emily’s story reveals the social complexities underpinning individual transformations within a community context. This complexity is particularly evident as Emily experienced visible weight loss but identified that the meaningful change is her changed relationship with herself and others. Using theories on symbolic interactionism, analysis of Emily’s narrative indicates the TC played a role in facilitating personal change and that through sharing her story with the wider TC, the community shifted its perspective on food and weight loss. Originality/value The paper expands the discussion on how storytelling practices within a TC contribute to therapeutic change. It is argued that community relationships play a key role in facilitating a changed relationship with self and others, and that stories themselves play an active role in shaping community meanings.

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“…Finally, class discussion groups should be formed to balance the abilities and personality differences of each group member, and select the person with affinity to prepare for the case teaching. (Winship, 2016) Figure 2. Implementation process.…”

Section: The Application Of Case Teaching Methods In Mental Health Edumentioning

confidence: 99%

Teaching Design of Mental Health Education Based on Case Teaching Method

Jing-zhen¹

2018

EDUC-SCI-THEOR PRACT

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The case teaching method mainly refers to the case-based teaching method. This teaching mode can help students master the abstract theory. Teachers and students can also interact and communicate effectively in the teaching process to motivate students to learn. The article briefly summarizes the basic concepts of case teaching method, and discusses the specific application of case teaching method in mental health teaching, including the two stages of pre-course preparation and classroom implementation in mental health education. Pre-class preparation includes selection of cases, courseware production, formation of discussion groups and familiarization of cases; classroom implementation includes presentation of cases, organization of discussions and summary of conclusions.

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A meta‐recovery framework: positioning the ‘New Recovery’ movement and other recovery approaches

Cited by 21 publications

References 41 publications

Implementing recovery‐oriented interventions with staff in a psychiatric hospital: A mixed‐methods study

Implementing recovery‐oriented interventions with staff in a psychiatric hospital: A mixed‐methods study

Understanding personal change through storytelling in a therapeutic community

Teaching Design of Mental Health Education Based on Case Teaching Method

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