Do recovery college courses help to improve recovery outcomes and reduce self-stigma for individuals who attend?

Nurser, Kate; Hunt, D. Daniel; Bartlett, T. J.

doi:10.53841/bpscpf.2017.1.300.32

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…Survey numbers (n = 80 SWEMWBS, n = 75 QPR) are larger than those published previously by recovery college studies replicating one or both of these self-reported survey methods when evaluating full interventions. 11,21,22 Greater or similar differences in mean pre-and post-intervention scores are also evident. Statically significant changes are similar, but with higher student numbers and effect sizes than reported in the largest similar study using surveys, which reported P < 0.01 and effect sizes of 0.78 for the SWEMWBS and 0.75 for the QPR.…”

Section: Discussionmentioning

confidence: 86%

“… 13 However, pre- and post-intervention scores are limited because of a focus on small numbers of students ( n = 32; 11 n = 3 21 ), or uniqueness of interventions. 22 Where data-sets are larger, findings relate to attendance on specific recovery college courses or a specific time frame of attendance at a recovery college, rather than pre- and post-intervention scores following a full recovery college intervention.…”

Section: Current Gaps In Evidence Base For Recovery Collegesmentioning

confidence: 99%

“… 43 It has also been used to evaluate recovery colleges. 11 , 22 Respondents answer 15 questions on a five-point Likert scale (0–4). The minimal important difference for the QPR is not identified, but a within-person difference of five (individual level) and four (between-group) have been suggested for recovery from a specific mental health condition.…”

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confidence: 99%

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Evaluating the impact of a UK recovery college on mental well-being: pre- and post-intervention study

Allard,

Pollard,

Laugharne

et al. 2024

BJPsych open

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Background Recovery colleges provide personalised educational mental health support for people who self-refer. The research evidence supporting them is growing, with key components and the positive experiences of attendees reported. However, the quantitative outcome evidence and impact on economic outcomes is limited. Aims To evaluate the impact of attending a UK recovery college for students who receive a full educational intervention. Method This is a pre- and post-intervention study, with predominantly quantitative methods. Participants recruited over an 18-month period (01.2020–07.2021) completed self-reported well-being (Short Warwick–Edinburgh Mental Wellbeing Scale (SWEMWBS)) and recovery (Process of Recovery (QPR)) surveys, and provided details and evidence of employment and educational status. Descriptive statistics for baseline data and Shapiro–Wilk, Wilcoxon signed-rank and paired t-tests were used to compare pre- and post-intervention scores, with Hedges’ g-statistic as a measure of effect size. Medical records were reviewed and a brief qualitative assessment of changes reported by students was conducted. Results Of 101 student research participants, 84 completed the intervention. Well-being (mean SWEMWBS scores 17.3 and 21.9; n = 80) and recovery (mean QPR scores 27.2 and 38.8; n = 75) improved significantly (P < 0.001; Hedges’ g of 1.08 and 1.03). The number of economically inactive students reduced from 53 (69%) to 19 (24.4%). No research participants were referred for specialist mental health support while students. ‘Within-self’ and ‘practical’ changes were described by students following the intervention. Conclusions Findings detail the largest self-reported pre–post data-set for students attending a recovery college, and the first data detailing outcomes of remote delivery of a recovery college.

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Section: Discussionmentioning

confidence: 86%

Section: Current Gaps In Evidence Base For Recovery Collegesmentioning

confidence: 99%

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Evaluating the impact of a UK recovery college on mental well-being: pre- and post-intervention study

Allard,

Pollard,

Laugharne

et al. 2024

BJPsych open

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“…A person’s institutional (re)positioning as a student, and the intrapersonal (re)positioning as a person of value, mutually reinforce each other and contribute to life changes. Other studies have also highlighted the importance of working with internalized stigma ( 18 , 36 ). Thériault et al ( 18 ), in their systematic literature review, point out that internalized stigma is only assessed with a standardized tool in one study, and that more research could be useful for examining this central aspect of social recovery.…”

Section: Discussionmentioning

confidence: 99%

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

Selbekk,

Kvelland,

Nordås

et al. 2023

Front. Psychiatry

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IntroductionRecovery colleges (RCs) are learning environments, first established in the UK, based on principles that support positive life changes and reduce stigma related to challenges with mental health and substance use problems. RCs offer courses based on co-production processes and are designed and delivered jointly by individuals with lived experience and professional experts. The courses are open to anyone, attracting people with a variety of life experiences. RCs are non-clinical environments that provide individuals with the identities of students and/or trainers as autonomous and independent agents. In this paper, we investigate experiences of being a part of a RC in Norway, either as a student and/or as a course trainer with lived experiences of mental health or substance use challenges. We ask the following research question: What kinds of personal and social processes are enabled by being part of a recovery college from the perspective of persons with experience-based competence?Materials and methodsThe study is qualitative and explorative based on 11 individual (N = 11) and two focus group interviews (N = 8). Participants were recruited from two of the first RCs in Norway between August 2021 and January 2022.ResultsStudy participants describe how their involvement in a RC provided them with opportunities to assume new positions in their recovery process, both related to former institutional identities given in the course of treatment and related to the way they see themselves as people struggling with mental health and substances use challenges. Attending a RC represented significant transitions (1) from an institutional position as “sick” or as “what’s on the paper” into a position as “a whole person”; (2) from being in in a position as a recipient of care to the position as actively responsible for life changes; (3) from seeing themselves as worthless to seeing themselves as persons with resources; (4) from being alone to being part of a fellowship. Participants describe being part of a RC as an invaluable addition to other kind of support or help.DiscussionIt is important to provide alternative arenas like RC for facilitating work with life changes, as an invaluable addition to regular services.

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Setting up a Recovery College: Exploring the Experiences of Mental Health Service-Users, Staff, Carers and Volunteers

Ali

Benkwitz

McDonald

2022

J. Psychosoc. Rehabil. Ment. Health

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Do recovery college courses help to improve recovery outcomes and reduce self-stigma for individuals who attend?

Cited by 7 publications

References 15 publications

Evaluating the impact of a UK recovery college on mental well-being: pre- and post-intervention study

Evaluating the impact of a UK recovery college on mental well-being: pre- and post-intervention study

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

Setting up a Recovery College: Exploring the Experiences of Mental Health Service-Users, Staff, Carers and Volunteers

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