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Organisational and ...
Organisational and student characteristics, fidelity, funding models, and unit costs of recovery colleges in 28 countries: a cross-sectional survey
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- Hayes, Daniel (author)
- University College London
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- Hunter-Brown, Holly (author)
- King's College London
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- Camacho, Elizabeth (author)
- University of Manchester
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- McPhilbin, Merly (author)
- University of Nottingham
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- Elliot, Rachel A (author)
- University of Manchester
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- Ronaldson, Amy (author)
- King's College London
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- Bakolis, Ioannis (author)
- King's College London
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- Repper, Julie (author)
- Implementing Recovery through Organisational Change (ImROC)
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- Meddings, Sara (author)
- Implementing Recovery through Organisational Change (ImROC)
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- Stergiopoulos, Vicky (author)
- University of Toronto
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Brophy, Lisa (author)
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Miyamoto, Yuki (author)
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Castelein, Stynke (author)
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Goril Klevan, Trude (author)
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Elton, Dan (author)
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Grant-Rowles, Jason (author)
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Kotera, Yasuhiro (author)
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Henderson, Claire (author)
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Slade, Mike (author)
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International Research Consortium, RECOLLECT (author)
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- Bejerholm, Ulrika (creator_code:cre_t)
- Lund University,Lunds universitet,Psykisk hälsa, aktivitet och delaktighet,Forskargrupper vid Lunds universitet,Mental Health, Activity and Participation,Lund University Research Groups,Region Skåne
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(creator_code:org_t)
- 2023
- 2023
- English.
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In: The Lancet Psychiatry. - 2215-0366. ; 10:10, s. 768-779
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Abstract
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- BackgroundRecovery colleges were developed in England to support the recovery of individuals who have mental health symptoms or mental illness. They have been founded in many countries but there has been little international research on recovery colleges and no studies investigating their staffing, fidelity, or costs. We aimed to characterise recovery colleges internationally, to understand organisational and student characteristics, fidelity, and budget.MethodsIn this cross-sectional study, we identified all countries in which recovery colleges exist. We repeated a cross-sectional survey done in England for recovery colleges in 28 countries. In both surveys, recovery colleges were defined as services that supported personal recovery, that were coproduced with students and staff, and where students learned collaboratively with trainers. Recovery college managers completed the survey. The survey included questions about organisational and student characteristics, fidelity to the RECOLLECT Fidelity Measure, funding models, and unit costs. Recovery colleges were grouped by country and continent and presented descriptively. We used regression models to explore continental differences in fidelity, using England as the reference group.FindingsWe identified 221 recovery colleges operating across 28 countries, in five continents. Overall, 174 (79%) of 221 recovery colleges participated. Most recovery colleges scored highly on fidelity. Overall scores for fidelity (β=–2·88, 95% CI 4·44 to –1·32; p=0·0001), coproduction (odds ratio [OR] 0·10, 95% CI 0·03 to 0·33; p<0·0001), and being tailored to the student (OR 0·10, 0·02 to 0·39; p=0·0010), were lower for recovery colleges in Asia than in England. No other significant differences were identified between recovery colleges in England, and those in other continents where recovery colleges were present. 133 recovery colleges provided data on annual budgets, which ranged from €0 to €2 550 000, varying extensively within and between continents. From included data, all annual budgets reported by the college added up to €30 million, providing 19 864 courses for 55 161 students.InterpretationRecovery colleges exist in many countries. There is an international consensus on key operating principles, especially equality and a commitment to recovery, and most recovery colleges achieve moderate to high fidelity to the original model, irrespective of the income band of their country. Cultural differences need to be considered in assessing coproduction and approaches to individualising support.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- MEDICIN OCH HÄLSOVETENSKAP -- Annan medicin och hälsovetenskap -- Övrig annan medicin och hälsovetenskap (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Other Medical and Health Sciences -- Other Medical and Health Sciences not elsewhere specified (hsv//eng)
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- art (subject category)
- ref (subject category)
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- By the author/editor
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Hayes, Daniel
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Hunter-Brown, Ho ...
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Camacho, Elizabe ...
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McPhilbin, Merly
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Elliot, Rachel A
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Ronaldson, Amy
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show more...
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Bakolis, Ioannis
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Repper, Julie
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Meddings, Sara
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Stergiopoulos, V ...
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Brophy, Lisa
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Miyamoto, Yuki
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Castelein, Stynk ...
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Goril Klevan, Tr ...
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Elton, Dan
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Grant-Rowles, Ja ...
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Kotera, Yasuhiro
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Henderson, Clair ...
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Slade, Mike
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International Re ...
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Bejerholm, Ulrik ...
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show less...
- About the subject
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- SOCIAL SCIENCES
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SOCIAL SCIENCES
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and Educational Scie ...
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and Learning
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- MEDICAL AND HEALTH SCIENCES
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MEDICAL AND HEAL ...
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and Other Medical an ...
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and Other Medical an ...
- Articles in the publication
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The Lancet Psych ...
- By the university
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Lund University