Project GREAT: Immersing physicians and doctorally-trained psychologists in recovery-oriented care.

Abstract

The advocacy of recovery-oriented practices in mental health care with its emphasis on freedom and choice in care has been gaining considerable traction in recent years. In response to the growing recognition and promotion of recovery-oriented services, several training initiatives have been developed to bring about mental health care system transformation. These initiatives, however, have been primarily focused on broad organizational and procedural changes as well as hospital and clinic staff development.Relatively neglected have been initiatives to educate physicians and doctorally trained psychologists in the concepts and practices of recovery-oriented care. This article describes a case study of the efforts of Project GREAT (Georgia Recovery-Based Educational Approach to Treatment) that has aspired to transform the education and practice of an academic department of psychiatry into a recovery-oriented one with the focus on shaping the recovery knowledge, attitudes, and practices of psychiatry and psychology faculty and trainees. Core issues in the transformation effort were identified and led to the implementation of the following change interventions: (a) administrative leadership and support, (b) consumer mediated interventions, (c) educational presentations/materials, (d) interactive small groups/ program champions, (e) reminders/prompts/practice tools, (f) newsletters/pamphlets, and (g) educational outreach visits. It is proposed that this transformation experience provided valuable lessons that are generally applicable to other academic programs for psychiatrists and psychologists attempting to adopt recovery-oriented training and care.

Training guidelines and competencies for serious mental illness (SMI) psychology.

“…Indeed, there have been increasing calls for specialized training in SMI Psychology (e.g., Carr et al, 2014; Gill & Murphy, 2013; Hargrove, 1990; Mueser et al, 2013; Rollins & Bond, 2001; Stacy et al, 2018). However, building a psychology workforce that is trained and interested in SMI has been slow to advance, in part due to training programs that minimize attention to SMI treatment (Glynn & Jansen, 2022; Mabe et al, 2014; Millet & Schwebel, 1994; Mueser et al, 2013; O’Connor & Yanos, 2021; Reddy et al, 2010; Roe et al, 2006). Given the complex presentation and factors that emerge during the assessment and treatment of SMI, specialized training and experience are necessary for psychologists working in this area.…”

Recovering the US Mental Healthcare System

“…Simply reading a first-person narrative or watching a YouTube video (e.g., "Beyond Possible: How the Hearing Voices Approach Changes Lives") has some effect. Research and anecdotal experience suggest in-person engagement with a person with lived experience has the most lasting impact (Bromage et al, 2019;Mabe, Ahmed, Duncan, Fenley, & Buckley, 2014). Other approaches have significant power for empathy and respect.…”

User-involvement/oriented Care Models and Substance Use Disorder Care: Review of the Literature

“…In addition to recommendations for change in agencies, which provide services to those persons experiencing mental illness vulnerabilities, some researchers identified a need for recovery model education within disciplines, such as psychology and medicine [70]. In an article by Mabe, the researchers engaged an ambitious effort to transform a university's department of psychiatry into a completely recovery-oriented learning environment.…”