Takhi Simran Kaur, Brown Holly Hunter, Ronaldson Amy, Lawrence Vanessa, McPhilbin Merly, Ingall Benjamin Rose, Daryanani Riddhi, Simpson Jonathan, Jebara Tesnime, Lawrence Simon, Kapka Agnieszka, Kotera Yasuhiro, Dunnett Danielle, Hayes Daniel, Stepanian Katy, Yeo Caroline Fox, Meddings Sara, Rennison Jane, Barrett Katherine, Rowles Jason Grant, Miyamoto Yuki, Kroon Hans, Henderson Claire, Slade Mike
School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, United Kingdom.
Health Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Front Psychiatry. 2025 Jun 17;16:1605498. doi: 10.3389/fpsyt.2025.1605498. eCollection 2025.
Recovery Colleges (RCs) exist in 28 countries and across five continents. The concept of recovery and recovery-oriented care has become widespread internationally and embedded in policy documentation and mental health services. As a result, Recovery Colleges, which focus on adult learning and co-production, have now developed a global presence, but many psychiatrists are unfamiliar with this intervention. RCs can be categorized as 'Strengths Oriented', focusing on skills and knowledge development, or 'Community-oriented', emphasizing strengthening community and social connections. Research has not sufficiently investigated RC curriculum and how course provision differs depending on RC orientation. The study aimed to develop a typology of RC courses and assess differences in course types across RC orientations.
A document analysis was conducted. The websites of 88 RCs in England were searched to collect online prospectuses. Overall, 2,330 courses described in 551 documents from 71 RCs were collated. Inductive content analysis was applied to the course titles to develop a typology of courses offered. Mann-Whitney U tests were used to assess differences in the median number of course types offered by Strengths-Oriented versus Community-Oriented colleges.
A typology of 14 superordinate course categories was created. The three most common course categories were Self-management of Well-being (96% RCs ≥1 course, median 10 courses per RC), Mental Health Conditions and Symptoms (85% RCs ≥1 course, 4 courses per RC), and Creativity (86% RCs ≥1 course, 3 courses per RC). The least common course categories included Issues relating to the Extended Support Network and Issues relating to Staff (38% RCs ≥1 course, 0 courses per RC) (6% RCs ≥1 course, 0 courses per RC). The median number of courses did not differ between Strengths-oriented versus Community-oriented RCs, with the exception of more Practical Life Skills (p=0.021) and Involvement, Co-production and Research (p=0.036) courses in Strengths-oriented RCs.
RCs support mental health recovery through a diverse curriculum. Community-facing and strengths-based, health service-affiliated RCs offer similar courses. RCs prioritize equipping students with knowledge about living with mental health issues. Courses targeted to informal carers are lacking. Further cross-cultural extension of the typology is needed.
康复学院在28个国家和五大洲均有设立。康复及以康复为导向的照护理念已在国际上广泛传播，并融入政策文件和精神卫生服务之中。因此，专注于成人学习和共同生产的康复学院现已在全球范围内兴起，但许多精神科医生对这种干预方式并不熟悉。康复学院可分为“以优势为导向”，侧重于技能和知识发展，或“以社区为导向”，强调加强社区和社会联系。研究尚未充分调查康复学院的课程设置以及课程提供方式如何因康复学院的导向不同而有所差异。本研究旨在构建康复学院课程的类型学，并评估不同导向的康复学院在课程类型上的差异。
进行了文献分析。搜索了英格兰88所康复学院的网站以收集在线招生简章。总共整理了来自71所康复学院的551份文件中描述的2330门课程。对课程标题进行归纳性内容分析，以构建所提供课程的类型学。使用曼-惠特尼U检验来评估以优势为导向的学院与以社区为导向的学院所提供课程类型中位数的差异。
创建了一个包含14个上级课程类别的类型学。三个最常见的课程类别是幸福的自我管理（96%的康复学院至少有1门课程，每所康复学院中位数为10门课程）、心理健康状况与症状（85%的康复学院至少有1门课程，每所康复学院4门课程）以及创造力（86%的康复学院至少有1门课程，每所康复学院3门课程）。最不常见的课程类别包括与扩展支持网络相关的问题和与工作人员相关的问题（38%的康复学院至少有1门课程，每所康复学院0门课程）（6%的康复学院至少有1门课程，每所康复学院0门课程）。除了以优势为导向的康复学院有更多的实用生活技能课程（p = 0.021）和参与、共同生产与研究课程（p = 0.
