Sjursæther Therese Ersvær, Øye Christine, Eriksen Kristin Ådnøy
Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, Bergen, 5063, Norway.
Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Klingenbergvegen 4, Stord, 5414, Norway.
BMC Health Serv Res. 2025 Mar 7;25(1):354. doi: 10.1186/s12913-025-12305-8.
Recovery colleges (RCs) represent an innovation in mental health services. Facilitators with experiential knowledge or formal mental health training collaborate with students with lived experience or formal training to deliver courses in RCs. This paper examines the transformation of roles when co-creating new mental health services. We conducted a critical ethnographic study, collecting data from participatory observations in RCs at two locations and interviews with facilitators with formal mental health training and those with experiential knowledge. Drawing on "communitas" and "social ties," we analyse the social dynamics of co-creation practices in RCs. Our findings reveal that traditional service roles and normative structures in mental health services are dissolved or redefined through these co-creation practices. Facilitators initiate sharing rituals that foster equality and communitas and continuously assess their disclosures. We understand this dissolution of the normative social structure as a liminal state in which facilitators gradually transition into new positions. However, significant differences in social status and the daily lives of facilitators and students challenge communitas, indicating that the dissolution of roles can be temporary. While co-creation practices in RCs demonstrate significant potential in transforming roles and enhancing mental health interventions, sustaining these changes in broader mental health services remains challenging. Further research is needed to explore the sustainability of these transformed roles and their integration into broader mental health services.
康复学院（RCs）代表了心理健康服务领域的一项创新。具有实践知识或正规心理健康培训的促进者与有生活经历或正规培训的学生合作，在康复学院提供课程。本文探讨了共同创造新的心理健康服务时角色的转变。我们进行了一项批判性人种志研究，从两个地点的康复学院参与观察以及对具有正规心理健康培训的促进者和有实践知识的促进者的访谈中收集数据。借鉴“交融”和“社会关系”，我们分析了康复学院共同创造实践的社会动态。我们的研究结果表明，心理健康服务中的传统服务角色和规范结构通过这些共同创造实践被消解或重新定义。促进者发起促进平等和交融的分享仪式，并不断评估他们的披露。我们将这种规范社会结构的消解理解为一种阈限状态，促进者在其中逐渐过渡到新的角色。然而，促进者和学生在社会地位和日常生活方面的显著差异对交融构成了挑战，这表明角色的消解可能是暂时的。虽然康复学院的共同创造实践在转变角色和加强心理健康干预方面显示出巨大潜力，但在更广泛的心理健康服务中维持这些变化仍然具有挑战性。需要进一步研究来探索这些转变后的角色的可持续性以及它们融入更广泛心理健康服务的情况。
