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Allard J, Pollard A, Laugharne R, Coates J, Wildfire-Roberts J, Millward M, Shankar R. Evaluating the impact of a UK recovery college on mental well-being: pre- and post-intervention study. BJPsych Open 2024; 10:e87. [PMID: 38634329 PMCID: PMC11060092 DOI: 10.1192/bjo.2023.646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Revised: 11/25/2023] [Accepted: 12/12/2023] [Indexed: 04/19/2024] Open
Abstract
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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Affiliation(s)
- Jon Allard
- Research Team, Cornwall Partnership NHS Foundation Trust, Bodmin, UK; and Cornwall Intellectual Disability Equitable Research (CIDER), University of Plymouth Peninsula School of Medicine, UK
| | - Adam Pollard
- Research Department, Royal Cornwall Hospital NHS Trust, Truro, UK
| | - Richard Laugharne
- Research Team, Cornwall Partnership NHS Foundation Trust, Bodmin, UK; and Cornwall Intellectual Disability Equitable Research (CIDER), University of Plymouth Peninsula School of Medicine, UK
| | - Jamie Coates
- Recovery College Cornwall, Pentreath Ltd, Truro, UK
| | | | | | - Rohit Shankar
- Research Team, Cornwall Partnership NHS Foundation Trust, Bodmin, UK; and Cornwall Intellectual Disability Equitable Research (CIDER), University of Plymouth Peninsula School of Medicine, UK
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Soklaridis S, Harris H, Shier R, Rovet J, Black G, Bellissimo G, Gruszecki S, Lin E, Di Giandomenico A. A balancing act: navigating the nuances of co-production in mental health research. RESEARCH INVOLVEMENT AND ENGAGEMENT 2024; 10:30. [PMID: 38454473 PMCID: PMC10921621 DOI: 10.1186/s40900-024-00561-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Accepted: 03/01/2024] [Indexed: 03/09/2024]
Abstract
BACKGROUND In the context of mental health research, co-production involves people with lived expertise, those with professional or academic expertise, and people with both of these perspectives collaborating to design and actualize research initiatives. In the literature, two dominant perspectives on co-production emerge. The first is in support of co-production, pointing to the transformative value of co-production for those involved, the quality of services developed through this process, as well as to broader system-level impacts (e.g. influencing changes in health system decision making, care practices, government policies, etc.). The second stance expresses scepticism about the capacity of co-production to engender genuine collaboration given the deeply ingrained power imbalances in the systems in which we operate. While some scholars have explored the intersections of these two perspectives, this body of literature remains limited. MAIN TEXT This paper contributes to the literature base by exploring the nuances of co-production in health research. Using our mental health participatory action research project as a case example, we explore the nuances of co-production through four key values that we embraced: 1. Navigating power relations together 2. Multi-directional learning 3. Slow and steady wins the race 4. Connecting through vulnerability CONCLUSIONS: By sharing these values and associated principles and practices, we invite readers to consider the complexities of co-production and explore how our experiences may inform their practice of co-production. Despite the inherent complexity of co-production, we contend that pursuing authentic and equitable collaborations is integral to shaping a more just and inclusive future in mental health research and the mental health system at large.
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Affiliation(s)
- Sophie Soklaridis
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Holly Harris
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada.
| | - Rowen Shier
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Jordana Rovet
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Georgia Black
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Gail Bellissimo
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Sam Gruszecki
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Elizabeth Lin
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
| | - Anna Di Giandomenico
- Department of Education, Centre for Addiction and Mental Health, 1025 Queen St. West, Toronto, ON, M6J 1H1, Canada
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Lin E, Harris H, Black G, Bellissimo G, Di Giandomenico A, Rodak T, Costa-Dookhan KA, Shier R, Rovet J, Gruszecki S, Soklaridis S. Evaluating recovery colleges: a co-created scoping review. J Ment Health 2022:1-22. [PMID: 36345859 DOI: 10.1080/09638237.2022.2140788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
BACKGROUND Recovery Colleges (RCs) are education-based centres providing information, networking, and skills development for managing mental health, well-being, and daily living. A central principle is co-creation involving people with lived experience of mental health/illness and/or addictions (MHA). Identified gaps are RCs evaluations and information about whether such evaluations are co-created. AIMS We describe a co-created scoping review of how RCs are evaluated in the published and grey literature. Also assessed were: the frameworks, designs, and analyses used; the themes/outcomes reported; the trustworthiness of the evidence; and whether the evaluations are co-created. METHODS We followed Arksey and O'Malley's methodology with one important modification: "Consultation" was re-conceptualised as "co-creator engagement" and was the first, foundational step rather than the last, optional one. RESULTS Seventy-nine percent of the 43 included evaluations were peer-reviewed, 21% grey literature. These evaluations represented 33 RCs located in the UK (58%), Australia (15%), Canada (9%), Ireland (9%), the USA (6%), and Italy (3%). CONCLUSION Our findings depict a developing field that is exploring a mix of evaluative approaches. However, few evaluations appeared to be co-created. Although most studies referenced co-design/co-production, few described how much or how meaningfully people with lived experience were involved in the evaluation.
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Affiliation(s)
- Elizabeth Lin
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | - Holly Harris
- Ontario Shores Centre for Mental Health Sciences, Whitby, Canada
| | - Georgia Black
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | - Gail Bellissimo
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | | | - Terri Rodak
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | | | - Rowen Shier
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | - Jordana Rovet
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | - Sam Gruszecki
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
| | - Sophie Soklaridis
- Department of Education, Centre for Addiction and Mental Health, Toronto, Canada
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Yoeli H, Ryan A, Hensby C, Habermehl F, Burton S, Sin J. Recovery in Mind: A Recovery College's journey through the Covid‐19 pandemic. Health Expect 2022; 25:3274-3286. [DOI: 10.1111/hex.13635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 10/06/2022] [Accepted: 10/07/2022] [Indexed: 11/28/2022] Open
Affiliation(s)
- Heather Yoeli
- School of Health and Psychological Sciences City, University of London London UK
- Northern Lights Research Associates Newcastle upon Tyne UK
| | | | - Cath Hensby
- Recovery in Mind Newbury UK
- Berkshire Healthcare NHS Foundation Trust Bracknell UK
| | - Fiona Habermehl
- Recovery in Mind Newbury UK
- Berkshire Healthcare NHS Foundation Trust Bracknell UK
| | | | - Jacqueline Sin
- School of Health and Psychological Sciences City, University of London London UK
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