“The college is so different from anything I have done”. A study of the characteristics of Nottingham Recovery College

Abstract

Purpose – This paper aims to describe the working of one of the first Recovery Colleges (RCs) and explore the defining characteristics. Design/methodology/approach – This study explores the ways in which an educational approach contributes to the process of recovery as observed in the Nottingham Recovery College (NRC). A mixed-method research design was adopted, combining interviews, observation and visual methods as well as analysis of quantitative data. The process contributed to the continuing development of “fidelity criteria”, or defining principles and key features, of the college. Findings – The NRC demonstrates the possibilities of offering an alternative approach within mental health services; one which is educationally rather than therapeutically informed. The design and operation of the college is informed by educational principles in the creation and execution of the curriculum. This is critically developed through processes of co-production and co-facilitation by those with professional and lived experience, supported by policy development, rigorous documentation and the creation of a supportive, but challenging culture and environment. Students are offered very real opportunities for involvement, progression and leadership within and beyond the college. Research limitations/implications – Whilst building on work on education in self-management, the RCs move beyond the transmission of information to create new relationships between mental health professionals and students (rather than “service users”) – and through this, the relationship between students and their “condition” appears to be transformed. Early evidence suggests the NRC also provides a model of interaction that is distinct in educational terms. Practical implications – There is significant interest nationally and internationally in the development and operation of RCs in England. RCs present a possibility of transformation in the lives of people with long-term mental health conditions, with outcomes such as greater confidence and hope for the future in addition to widening social networks and providing opportunities for progression. They are also important in the implementation of Recovery through organisational change and the remodelling of commissioning arrangements. Originality/value – This is the first paper to be presented for publication specifically on the NRC. There is currently little published research on RCs. These are unique (and varying) organisations which are creating considerable interest nationally and internationally. An exploration of their defining characteristics will feed into subsequent larger-scale research.

Recovery colleges as a mental health innovation

“…Some descriptive research has examined the defining characteristics, core values and central features of recovery colleges. These are mostly single‐site case studies, which have been compared for shared themes in two recent systematic literature reviews. These studies indicate several common core characteristics across recovery colleges.…”

“…First, recovery colleges tend to be based on the theory and practice of adult education, rather than clinical or therapeutic models. As such, they possess many of the core characteristics of an adult education college: registration, enrollment, term curricula, full‐time staff, sessional teachers and a yearly cycle of classes.…”

“…Third, recovery colleges are characterized by the meaningful involvement of people in recovery (peers) in all aspects of college life. Peers are often employed as course teachers, either alone or in conjunction with other experts.…”

“…Second, they can equip students with self‐care techniques, encouraging them to successfully manage their illness and take control of their life. Third, they are based on an effective partnership between experts by experience (peers) and experts by training (clinicians). Hence, recovery colleges have the potential to foster individual student recovery, as well as catalyze wider service change and reduce societal stigma.…”

Why make the effort? Exploring recovery college engagement

“…Although the need for RC outcomes to be defined remains pivotal to development (Meddings et al 2015b;McGregor et al 2016), a collection of studies have highlighted the benefits of RC attendance for students and the organisation in which they are located (Zabel et al, 2016); with Meddings et al (2015b) concluding that attendance at the RC has consistently been found to be useful, and help people progress towards their recovery goals. However, as noted by McGregor et al (2014), the crucial elements of RCs need to be further explored.…”