The Recovery Education in the Academy Program: Transforming academic curricula with the principles of recovery and self-determination.

University of Illinois, Chicago, IL, USA.
Psychiatric Rehabilitation Journal (Impact Factor: 1.16). 09/2010; 34(2):130-6. DOI: 10.2975/34.2.2010.130.136
Source: PubMed


This article describes a curricular transformation initiative, the Recovery Education in the Academy Program (REAP), spearheaded by the University of Illinois at Chicago's National Research and Training Center on Psychiatric Disability.
REAP is designed to integrate principles of recovery, self-determination, and other evidence-based practices for people with psychiatric disabilities into medical, social, and behavioral sciences curricula. The principles on which the curricula transformation efforts are based, the instructional activities employed, early outcomes of the endeavor, and future plans for replication are delineated.
As described in this paper, REAP builds on a theoretical framework derived from the evidence-based literature, multiple technical reports, and curricular initiatives, including the Institute of Medicine, the Annapolis Coalition for Behavioral Workforce Development, and the Final Report of President's New Freedom Commission on Mental Health.
REAP has delivered state-of-the-science education to over 1,000 trainees, including medical students, psychiatry residents, psychology and social work interns, and rehabilitation counselors, pre/post-doctoral students and professionals within a variety of academic settings. REAP serves as a replicable structure to successfully integrate recovery education into existing, accredited academic programs and curricula using the parameters outlined by multiple experts and stakeholders. Barriers to curricular transformation and strategies to overcome these barriers are highlighted.

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    ABSTRACT: In this special section, we present a series of articles describing the work of the National Research and Training Center on Psychiatric Disability, located at the University of Illinois at Chicago, Department of Psychiatry. The effectiveness of peer–led education in a supportive group context is the topic of the first article. The next article focuses on the importance of personal financial security to recovery from psychiatric disability. Another article describes the recovery self–management strategies taught to peers by other peers using the popular Wellness Recovery Action Planning model. The next article addresses cultural competency in consumer operated programs as assessed through a web–based survey of peers who do and do not attend peer run programs. The next article describes a curricular transformation project in the medical, social, and behavioral sciences to educate pre– and post–graduate students about recovery, self determination, peer support and evidence–based practices in behavioral health care. The final article describes self–directed care, an alternative financing strategy for public mental health. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
    Psychiatric Rehabilitation Journal 09/2010; 34(2):93-5. DOI:10.2975/34.2.2010.93.95 · 1.16 Impact Factor
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    ABSTRACT: In this article, the author argues for the need for students to have opportunities to dialogue with service users in social work education. Through such conversations spaces for critical-reflection are created in which individual, team and professional discourses can be safely critiqued among a community of learners. Within professional courses of study the constructed nature of distinctions between service users and the professionals who ‘treat’ them become apparent when consumers and their families tell their narratives of recovery to an audience of allied health students who are in their first year of hospital-based practice. The author proposes that social workers need to take a critical-reflective stance in relation to the teams and the professional discourses they work within. A critical-reflective approach enables students to analyse their practice within their organisation's policies to look beyond the boundaries while paradoxically learning to work within them. This perspective is evoked by the use of service user narratives in educational programmes of professional development. The implications for integrating consumer perspectives in social work education are discussed.
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    ABSTRACT: OBJECTIVE The objective of this study was to develop and evaluate a low-cost, strengths-based group intervention led jointly by peer counselors and professional counselors to foster recovery among adults with serious mental illnesses. METHODS Cohort 1 included development of materials and a feasibility pilot, with participants recruited from community mental health centers (CMHCs). Cohorts 2 and 3 included a small randomized controlled trial with participants recruited from members of a not-for-profit, integrated health plan. Cohorts 4 and 5 involved evaluation of the most appropriate length for the intervention with a pre-post design that allowed intervention length to vary between 12 and 18 sessions; participants and peer leaders were recruited from two CMHCs (N=82). RESULTS Participants were very satisfied with the recovery-focused group intervention, preferred a greater number of weekly sessions (17 or 18 sessions), and reported improved outcomes across multiple domains. CONCLUSIONS Using peer-developed materials and a combination of peer and professional counselors as group leaders is feasible to offer and valuable to participants. Outcomes measures suggest that the intervention has potential to facilitate recovery in multiple domains.
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