Rehabilitation & Recovery Education USPRA Conference, Phoenix, Arizona June 2006 Lies Korevaar.

Rehabilitation & Recovery Education

USPRA Conference, Phoenix, Arizona

June 2006

Lies Korevaar

Hanze University Groningen, Department of Rehabilitation

Learning Objectives

The participants will have increased knowledge about the integration of psychiatric rehabilitation and recovery education in the curricula of a School of Social Work and a School of Nursing.

The participants identify the barriers in such an integration process.

The participants identify strategies to address "bottlenecks" or impediments to integration / implementation


Overview

Rehabilitation Education in the Netherlands

PSR at the Hanze University Groningen

Recovery Education

Questions & Discussion


PSR IN THE NETHERLANDS


The Netherlands

16 million inhabitants

Recent history of deinstitutionalization / humanization of care

Need for a rehabilitation technology


PSR: HOW WE SEE IT Approach: Attitude and Technology

Developmental component of mental health careSet of professional skills and interventionsUsable in any service, programme, facility by skilled professionalsUnder-used in present practice


Dissemination of PSR

Starting a Training Institute in 1992

Study trips to the USA

(New York State & BU)

Training the trainers


Developing People

Training Practitioners

Training Trainers

· Training Supervisors


Levels of Training

Exposure

Experience

Expertise


Psychiatric Rehabilitation Technology • Assessing Readines• Developing Readiness• Diagnosis• Setting an Overall Rehabilitation Goal• Functional Assessment• Resource Assessment• Planning• Planning for Skills Development• Planning for Resource Development• Intervention• Developing Skills• Developing Resources


Dissemination results (Number of persons trained 1992-2002)

Training in-company (± 50 agencies)

and open training courses:

Exposure level ??000

Experience level 1300

Expertise level 45

Trainers 20

Supervisors 85

Psychiatrists (3 day course) 31


Future priorities

Linking rehabilitation with consumer movement

Developing activities outside Mental Health Care

Integrating PSR into standard professional education


Hanze University Groningen, Applied Sciences

Department of RehabilitationJune, 2003


Setting of the Department of Rehabilitation

Groningen 175.000 citizensNorth East part of The Netherlands

Hanze University Groningen20.000 students17 Schools• School of Social Work• School of Nursing• Research Department of Rehabilitation


Overall aim of the Department

To develop the knowledge domain of Psychosocial Rehabilitation in interaction with the fields of Health and Welfare, the field of science and the educational field.


Department of RehabilitationMay 2006

Willem

Marrie

Jannie

Ben

Menno

Peter

Hanny

Nico

Lies

Eddy

Wietse

Karola


The Context of the Department

Department

Research

Field

TeachingStaff

Students


Rehabilitation Cube


Research aim of the Department

To start rehabilitation

(research) projects in interaction

with organizations from the fields of Health and Welfare


(Research) Projects

Supported Education projects Parents with psychiatric disabilities

(PD) Elderly people with PD Homeless people (“from ally to

travelling-compagnion”) Implementation of PR in a division of

a MH organization for people with PD


Educational aim of the Department

To develop and implement a Rehabilitation Education programme within the School of Social Work and the School of Nursing


PSR EDUCATION


Two Schools

School of Social Studies (Social Work)

School of Nursing


THREE ASPECTS OF MH PRACTICE or MH CARE

Problem-oriented

Developmentallyoriented

Environmentallyoriented

Treatment Support

Rehabilitation

Safety, Health & Stability


Teaching staff without rehabilitation education and

experiences

Training of teaching staff on an exposure-level

=> education on an exposure-level


Students without field experience

18 – 20 years old students

None or almost none consumer contact

=> didactic methods


Collaboration with the field of MH

Need for PSR expertise

To describe needed PSR competencies

To create PSR field work for students

PSR practitioners as (guest) lectures


PSR Education at the Hanze University Groningen 1

Undergraduate Education (bachelor): PSR is a Theme in the Schools Major 1st year: PSR knowledge + attitude (4 Cr)2nd year: PSR skills (4 Cr)3d year: PSR internship (1 year)4th year: PSR deepening course (30 Cr) Minor (particular SE + SEd) for students of other

schools Elective courses PSR


PSR Education at the Hanze University Groningen 2

Graduate Education (master): 2- years Master

Rehabilitation Counseling

15 students p.y. € 7.500,- per student p.y.


Recovery Education


Recovery What do Social Work and Nursing

students need to know about Recovery(processes)?

What do we have to put into the curricula and how?


Recovery Education:Thesis

Involving Consumers & Consumer-

organizations into the Curricula of the

Professional Education for MH Practitioners

is the innovation and the challenge for PSR

and other MH Educators that comes along

with Recovery as the “single most important

goal” for the MH Service Delivery System


Discussion / exercise

What and How is the role of

people with psychiatric

disabilities in PSR and

MH Education in connection with

Recovery?


Recovery Education:What & How?

• Involving Persons with Psychiatric Disabilities as “Experience Experts” in teaching Students the concept of Recovery

• Persons with PD as Educators• 1-day Masterclass Recovery for

consumers and their practitioner• Combined PSR classes (consumers

& practioners) doing for example Setting an ORG


Recovery competenciesin New Zealand

An analysis of the training standards and curricula for psychiatrists, nurses, social workers and mental health support workers showed that there are some gaps in the recognition of recovery competencies.


Outcome of analysisThere was little or no reference in most of these

documents to:

• a recovery approach• the service user movement and service user

participation• family perspectives and family participation• the different understandings of mental health and

mental illness• discrimination, stigma and social exclusion• supporting the personal resourcefulness of service

users• supporting them to develop their relationships and

support networks• assisting them to make effective use of services and

resources.


Recovery EducationThe primary purpose of this paper is to provide educators with guidance on the inclusion ofrecovery content in the courses they run for mental health workers. It does this by outliningthe recovery-based competencies that need to be reflected in training standards andcurricula, and by providing a comprehensive list of resources to support the teaching andlearning of the recovery-based competencies.

The material in this resource is designed to sit alongside existing professional and clinical


How were the competencies developed?

The competencies were developed by service users from several information sources:

· A review of international mental health recovery literature. · A perusal of selected literature on people’s experiences of

mental illness and services, the service user movement, human rights, discrimination, social exclusion, cultural issues, family perspectives, community development and adult education.

· A review of New Zealand training standards for mental health support workers, nurses, psychiatrists and social workers.

A draft set of competencies was developed for consultation which consisted of:

· focus groups of service users, families, Maori, Pacific people and Asian people

· written comments from education providers, service providers, government agencies, service users and families. Their comments and concerns were very useful in shaping the final document.


Recovery Competencies Major categories 1

A competent mental health worker:

1. understands recovery principles and experiences in the Aotearoa/NZ and international contexts

2. recognises and supports the personal resourcefulness of people with mental illness

3. understands and accommodates the diverse views on mental illness, treatments, services and recovery

4. has the self-awareness and skills to communicate respectfully and develop good relationships with service users

5. understands and actively protects service users rights


Recovery Competencies Major categories 2

A competent mental health worker:

6. understands discrimination and social exclusion, its impact on service users and how to reduce it

7. acknowledges the different cultures of Aotearoa/NZ and knows how to provide a service in partnership with them

8. has comprehensive knowledge of community services and resources and actively supports service users to use them

9. has knowledge of the service user movement and is able to support their participation in services

10. has knowledge of family/whanau perspectives and is able to support their participation in services.


Recovery Competencies Major categories

2 A competent mental health worker recognises and supports the personal resourcefulness of people with mental illness


Recovery Competencies Subcategories

2.1 They demonstrate knowledge of human resilience and strength and knowledge of how to facilitate it

2.2 They demonstrate the ability to support service users to deal constructively with trauma, crisis and keeping themselves well

2.3 They demonstrate the ability to support service users to experience positive self-image, hope and motivation

2.4 They demonstrate the ability to support service users live the lifestyle and the culture of their choice


Recovery Competencies Examples

2.1 They demonstrate knowledge of human resilience and strength andknowledge of how to facilitate it

For example, they demonstrate:a) familiarity with the concept of resilience and strength in contrast to deficits-based approachesb) understanding of adult education principles, coaching and mentoring.

2.3 They demonstrate the ability to support service users to experience positive self-image, hope and motivation

For example, they demonstrate:a) ability to support people to take control of their livesb) ability to support people self-advocate and know their rightsc) ability to support people to develop hope and optimismd) ability to support people to cope and use problem solving skillse) ability to support people in deciding what they want out of life.


Recovery Competencies

Teaching Resource Kit


Purpose of the TRK

The Resource Kit is designed for tertiary training providers who provide any programme of study where students, on graduation, could work within mental health. This may include programmes such as psychiatry, psychology, nursing, occupational therapy, social work and support work.


Content TRKPer subcategory of each Major Competency:• Description of the compentency• Related References / Relevant Resources• Teaching Notes & Overhead Transparencies• Class Activities• Stories for discussion

Also included on the CD-Rom:• Relevant national documents and legislation• Links to web-sites• Search function


Example Class Activity

Competency 2.1Objective: To demonstrate understanding of

one’s own personal resilience

Materials required

Activity


QUESTIONS & DISCUSSION


Thank you very much for your Thank you very much for your attention and participationattention and participation

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Rehabilitation & Recovery Education USPRA Conference, Phoenix, Arizona June 2006 Lies Korevaar.

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Transcript of Rehabilitation & Recovery Education USPRA Conference, Phoenix, Arizona June 2006 Lies Korevaar.