From lived experience to experiential knowledge: a working model

Grundman, Shimri Hadas; Edri, Neta; Elran, Renana Stanger

doi:10.1108/mhsi-06-2020-0041

Cited by 10 publications

(9 citation statements)

References 6 publications

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“…Even though it is considered a personal choice to transform personal (such as emotional and intuitive) lived experience into experiential knowledge (Grundman et al, 2020), the professionalization of experiential knowledge in The Netherlands currently rises and several universities integrated experiential knowledge in their Social Work curricula (Weerman and Abma, 2018). Professionals started to actively use this "new" (re)source during encounters with service users, colleagues and managers.…”

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confidence: 99%

Professionals harnessing experiential knowledge in Dutch mental health settings

Karbouniaris

Weerman

Dunnewind

et al. 2021

MHSI

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Purpose This study aims to explore the perspectives of mental health professionals who are in a process of integrating their own experiential knowledge in their professional role. This study considers implications for identity, dilemmas and challenges within the broader organization, when bringing experiential knowledge to practice. Design/methodology/approach As part of a participatory action research approach, qualitative methods have been used, such as in-depth interviews, discussions and observations during training and project team. Findings The actual use of experiential knowledge by mental health care professionals in their work affected four levels: their personal–professional development; the relation with service users; the relation with colleagues; and their position in the organization. Research limitations/implications Because of its limited context, this study may lack generalisability and further research with regard to psychologists and psychiatrists, as well as perceptions from users, is desirable. Social implications According to this study, social change starts from a bottom-up movement and synchronously should be facilitated by top-down policy. A dialogue with academic mental health professionals seems crucial to integrate this source of knowledge. Active collaboration with peer workers and supervisors is desired as well. Originality/value Professionals with lived experiences play an important role in working recovery-oriented, demonstrating bravery and resilience. Having dealt with mental health distress, they risked stigma and rejections when introducing this as a type of knowledge in current mental health service culture. Next to trainings to facilitate the personal–professional process, investments in the entire organization are needed to transform governance, policy and ethics.

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confidence: 99%

Professionals harnessing experiential knowledge in Dutch mental health settings

Karbouniaris

Weerman

Dunnewind

et al. 2021

MHSI

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“…There is a lack of consensus however, regarding the value of this knowledge and where it can be used (Mazanderani et al, 2020 ). The literature tends to differentiate lived experience from experiential expertise, with lived experience being something one has by virtue of their situation, and experiential expertise being something one may develop as a result of having lived experience (Castro et al, 2018 ; Grundman et al, 2020 ). This is consistent with our finding that participants faced questions about what constituted lived experience, whether an individual could be representative, and what ‘the point’ of EBE involvement was.…”

Section: Discussionmentioning

confidence: 99%

‘What's she doing here?’ Overcoming barriers to the implementation of Expert by Experience positions in academia

Happell

Gordon

Sharrock

et al. 2022

Aus Occup Therapy J

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Introduction: Experts by Experience involvement in the education of health professionals has gained momentum as an important strategy in ensuring quality, person-centred education. Despite being a requirement for occupational therapy programs in Australia and internationally, involvement is variable and limited. Barriers to the implementation of academic roles have been identified, including negative attitudes of colleagues, systemic barriers, and insufficient evidence of their value. Mental health academics who do not identify as having lived experience (referred to as allies) have provided crucial support for Experts by Experience. Understanding their perspectives on implementation barriers and how they can be addressed is crucial to facilitating a broader level of meaningful involvement.Methods: A qualitative exploratory research project was conducted, involving in-depth interviews with mental health academic allies (n = 16) from Australia, Ireland, and New Zealand. Participants were from the disciplines of nursing, occupational therapy, social work, and psychiatry. Data were analysed thematically.Findings: Two main themes were identified from the data analysis process: convincing colleagues and dealing with university barriers. Participants described varying attitudes from colleagues towards Experts by Experience, with many not understanding or appreciating their contribution to education and student outcomes. At the university level, reluctance to embrace innovation and funding and other resource shortages presented impediments to the implementation of Expert by Experience roles. Participants described using creative measures to overcome institutional barriers and encourage greater acceptance of such roles by colleagues. Conclusion:This research describes how allies experienced and overcame barriers they faced when supporting the implementation of academic positions

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“… Development and integration of knowledge based on life experiences of persons recovering from severe mental illness . This knowledge was integrated into the field of community psychiatric rehabilitation through consumer movements (persons with psychiatric disabilities and their families) at both the advocacy and practice levels (Dvir & Shamir, 2017; Grundman et al, 2021; Lachman et al, 2018; Moran, 2018; Naaman, 2018). Development of a new role—manager and coordinator of personal rehabilitation plans (Gelkopf et al, 2016; Pink Hashkes et al, 2013).…”

Section: Implementation Of the Rehabilitation Law In The First Two De...mentioning

confidence: 99%

The Israeli law for the rehabilitation in the community of persons with psychiatric disabilities: Achievements and challenges.

Aviram,

Lachman,

Ifergan

2023

Psychiatric Rehabilitation Journal

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Objective: The Community Rehabilitation of Persons with Mental Health Disability Law (2000a) is one of Israel’s most important pieces of social legislation. It grants persons with psychiatric disabilities the right to receive rehabilitation in the community. This article is a case study of the development and implementation of a policy that led to the Rehabilitation Reform and that has become an important component in Israel’s comprehensive mental health reform. The purpose of the study was to review and analyze the law and its elements, examine its implementation during its first two decades of operation, and to identify the issues it faces entering its third decade of application. Method: The study examined the key components of the reform such as intended beneficiaries, financing, workforce, and services provided. It used Israel’s official statistical data and drew upon a series of interviews with officials and experts on rehabilitation, mental health and social services. Results: In 2020, 30,000 persons were receiving community psychiatric rehabilitation services, constituting about one fifth of the estimated eligible population. In addition to the reform’s achievements, this article also identifies a number of issues. Toward the end of the second decade, problems between the psychiatric Rehabilitation Unit and the mental health services became apparent. Conclusions and Implications for Practice: As the Rehabilitation Law enters its third decade, it is recommended to establish an independent committee of experts to examine needed modifications in light of the conclusions drawn about the first two decades of its implementation.

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From lived experience to experiential knowledge: a working model

Cited by 10 publications

References 6 publications

Professionals harnessing experiential knowledge in Dutch mental health settings

Professionals harnessing experiential knowledge in Dutch mental health settings

‘What's she doing here?’ Overcoming barriers to the implementation of Expert by Experience positions in academia

The Israeli law for the rehabilitation in the community of persons with psychiatric disabilities: Achievements and challenges.

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