Learning from consumers: An eDelphi study of Australian mental health consumers’ priorities for recovery‐oriented curricula

Arblaster, Karen; Mackenzie, Lynette; Matthews, Lynda R.; Willis, Karen; Gill, Katherine; Hanlon, Paula; Laidler, Rachael

doi:10.1111/1440-1630.12518

Cited by 28 publications

(39 citation statements)

References 26 publications

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“…Where consumers were involved in the delivery of other content apart from their own stories (Table ), these topics were generally aligned with mental health consumer priorities for recovery‐oriented curricula (Arblaster et al, ). Academics seeking to further enhance consumers' involvement in occupational therapy curricula could work collaboratively with consumers and focus on the content areas highlighted by the Arblaster et al () study.…”

Section: Discussionmentioning

confidence: 99%

“…A recent study found that Australian mental health consumers were ready, willing and able to participate in occupational therapy education (Arblaster et al, ). Their preferred modes of participation span design, delivery and evaluation of curricula and included: (a) participating in simulations, (b) participating in advisory committees, (c) teaching in the classroom, (d) supporting curriculum design, (e) ‘telling my story’, (f) participating in program review committees, (g) taking up full‐ or part‐time academic roles, (h) assessing student presentations, (i) participating in research about mental health education in occupational therapy and (j) marking (Arblaster et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

Scanlan

Logan

Arblaster

et al. 2019

Aus Occup Therapy J

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Introduction: Recovery-oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as serviceuser involvement or patient involvement in other contexts) should go beyond consumers simply 'telling their stories' to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand. Method: A survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers.Results: Usable responses were received for 23 programs from 19 universities (83% response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was 'funding/remuneration for

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

Scanlan

Logan

Arblaster

et al. 2019

Aus Occup Therapy J

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“…This study aimed to inform recovery-oriented mental health curricula in occupational therapy by articulating core capabilities for recovery-oriented occupational therapy practice from the perspective of mental health consumers. It builds on the findings of a previous study that identified consumers’ priorities for mental health curricula in pre-registration occupational therapy programmes (Arblaster et al., 2018). This information will assist occupational therapy educators to ensure curricula are designed to develop students’ capabilities for recovery-oriented practice.…”

Section: Introductionmentioning

confidence: 99%

“…Given the debate about recovery in the literature, and the policy emphasis on recovery-oriented practice, pre-registration occupational therapy education must engage with these concepts, and equip students to work in ways that acknowledge all factors contributing to mental distress and supporting recovery. However, there is limited guidance and no definitive set of capabilities for this type of practice in the occupational therapy literature (Arblaster et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

“…A previous Delphi study aimed to address this gap by identifying priorities for recovery-oriented mental health curricula in pre-registration occupational therapy programmes from the perspective of people with lived experience of mental distress (Arblaster et al., 2018). Five core values and 12 capability domains encompassing 171 curriculum priorities for recovery-oriented mental health practice were identified.…”

Section: Introductionmentioning

confidence: 99%

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Capabilities for recovery-oriented practice in mental health occupational therapy: A thematic analysis of lived experience perspectives

Arblaster

Mackenzie

Gill

et al. 2019

British Journal of Occupational Therapy

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Introduction: Recovery in mental health is both a policy imperative and a contested concept with individual and systemic elements. Occupational therapy research and pre-registration education have not engaged in a substantial way with these ideas, raising questions about how well graduates are equipped for real world practice. We aimed to address this gap by developing lived experience informed recovery-oriented capabilities to inform occupational therapy practice and pre-registration curricula. Method: A participatory qualitative approach guided by a consumer reference group was adopted. In-depth interviews were conducted with 16 mental health consumers, wherever possible with a lived experience co-interviewer. Interviews were audio recorded, transcribed verbatim and analysed using thematic analysis. Findings: Three core capabilities were developed: knowing, comprising five types of knowledge; doing, focused on three key areas of action in practice; and being/becoming, emphasising the lifelong learning journey of becoming a recovery-oriented practitioner who can 'be' in authentic partnerships with consumers to support recovery. Conclusion: These lived experience-informed capabilities offer new areas of focus for pre-registration education, practice and research. A need to engage with systemic factors, build students' capacity for critical thinking about power and structural inequality, and integration of knowledge frameworks through participatory research is suggested.

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A systematic review exploring youth peer support for young people with mental health problems

Beer

Nooteboom

Domburgh

et al. 2022

Eur Child Adolesc Psychiatry

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Youth peer support workers (YPSWs) are young adults with lived experience of mental illness during childhood or adolescence who support young people receiving treatment in mental health services. The contributions made by YPSWs are a promising development to facilitate consumer-centered and recovery-oriented care. Although the youth peer support workforce is expanding rapidly, structurally embedding YPSWs in practice is challenging. To overcome these challenges and thereby improve care for young people, insight into YPSW roles, barriers and facilitators for implementing and pursuing youth peer support (YPS) is a necessity. This systematic review examined the published literature to identify existing knowledge on YPSW roles in treatment settings, and the barriers and facilitators for implementing and pursuing YPS in practice. A total of 24 studies from a variety of youth serving contexts were included in this review. Thematic synthesis resulted in six YPSW roles and five themes with barriers and facilitators. The roles included the: engagement role, emotional support role, navigating and planning role, advocacy role, research role and the educational role. The themes explored the needs of YPSWs, experiences of YPSWs, relationships between service users and YPSWs, the collaboration process between YPSWs and non-peer staff, and organizational readiness. This review underlines that YPSWs likely are a valuable addition to numerous youth treatment contexts. Overall, the implementation of YPSWs is a multifaceted operation that requires careful planning. We recommend services to set clear and realistic expectations for YPSWs, to consider potential power imbalances between YPSWs and non-peer staff, to provide adequate resources to pursue YPS, and to approach the implementation of YPSWs with a growth mindset.

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Learning from consumers: An eDelphi study of Australian mental health consumers’ priorities for recovery‐oriented curricula

Cited by 28 publications

References 26 publications

Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

Capabilities for recovery-oriented practice in mental health occupational therapy: A thematic analysis of lived experience perspectives

A systematic review exploring youth peer support for young people with mental health problems

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