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

Hanze University Groningen, Department of Rehabilitation Learning Objectives F 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. F The participants identify the barriers in such an integration process. F The participants identify strategies to address "bottlenecks" or impediments to integration / implementation

Hanze University Groningen, Department of Rehabilitation Overview F Rehabilitation Education in the Netherlands F PSR at the Hanze University Groningen F Recovery Education F Questions & Discussion

Hanze University Groningen, Department of Rehabilitation PSR IN THE NETHERLANDS

Hanze University Groningen, Department of Rehabilitation

The Netherlands 16 million inhabitants Recent history of deinstitutionalization / humanization of care Need for a rehabilitation technology

Hanze University Groningen, Department of Rehabilitation PSR: HOW WE SEE IT Approach: Attitude and Technology Developmental component of mental health care Set of professional skills and interventions Usable in any service, programme, facility by skilled professionals Under-used in present practice

Hanze University Groningen, Department of Rehabilitation Dissemination of PSR Starting a Training Institute in 1992 Study trips to the USA (New York State & BU) Training the trainers

Hanze University Groningen, Department of Rehabilitation Developing People Training Practitioners Training Trainers · Training Supervisors

Hanze University Groningen, Department of Rehabilitation Levels of Training Exposure Experience Expertise

Hanze University Groningen, Department of Rehabilitation 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

Hanze University Groningen, Department of Rehabilitation Dissemination results (Number of persons trained ) 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

Hanze University Groningen, Department of Rehabilitation Future priorities F Linking rehabilitation with consumer movement F Developing activities outside Mental Health Care F Integrating PSR into standard professional education

Hanze University Groningen, Department of Rehabilitation Hanze University Groningen, Applied Sciences Department of Rehabilitation June, 2003

Hanze University Groningen, Department of Rehabilitation

Setting of the Department of Rehabilitation Groningen citizens North East part of The Netherlands Hanze University Groningen students 17 Schools School of Social Work School of Nursing Research Department of Rehabilitation

Hanze University Groningen, Department of Rehabilitation Overall aim of the Department T o develop the knowledge domain of Psychosocial Rehabilitation in interaction with the fields of Health and Welfare, the field of science and the educational field.

Hanze University Groningen, Department of Rehabilitation Department of Rehabilitation May 2006 Willem Marrie Jannie Ben Menno Peter Hanny Nico Lies Eddy Wietse Karola

Hanze University Groningen, Department of Rehabilitation The Context of the Department Department Research Field Teaching Staff Students

Hanze University Groningen, Department of Rehabilitation Rehabilitation Cube

Hanze University Groningen, Department of Rehabilitation Research aim of the Department T o start rehabilitation (research) projects in interaction with organizations from the fields of Health and Welfare

Hanze University Groningen, Department of Rehabilitation (Research) Projects F Supported Education projects F Parents with psychiatric disabilities (PD) F Elderly people with PD F Homeless people (from ally to travelling-compagnion) F Implementation of PR in a division of a MH organization for people with PD

Hanze University Groningen, Department of Rehabilitation Educational aim of the Department T o develop and implement a Rehabilitation Education programme within the School of Social Work and the School of Nursing

Hanze University Groningen, Department of Rehabilitation PSR EDUCATION

Hanze University Groningen, Department of Rehabilitation Two Schools F School of Social Studies (Social Work) F School of Nursing

Hanze University Groningen, Department of Rehabilitation THREE ASPECTS OF MH PRACTICE or MH CARE Problem- oriented Developmentally oriented Environmentally oriented Treatment Support Rehabilitation Safety, Health & Stability

Hanze University Groningen, Department of Rehabilitation Teaching staff without rehabilitation education and experiences F Training of teaching staff on an exposure-level F => education on an exposure-level

Hanze University Groningen, Department of Rehabilitation Students without field experience F 18 – 20 years old students F None or almost none consumer contact F => didactic methods

Hanze University Groningen, Department of Rehabilitation Collaboration with the field of MH F Need for PSR expertise F To describe needed PSR competencies F To create PSR field work for students F PSR practitioners as (guest) lectures

Hanze University Groningen, Department of Rehabilitation PSR Education at the Hanze University Groningen 1 Undergraduate Education (bachelor): F PSR is a Theme in the Schools F 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) F Minor (particular SE + SEd) for students of other schools F Elective courses PSR

Hanze University Groningen, Department of Rehabilitation PSR Education at the Hanze University Groningen 2 Graduate Education (master): F 2- years Master Rehabilitation Counseling F 15 students p.y. F 7.500,- per student p.y.

Hanze University Groningen, Department of Rehabilitation Recovery Education

Hanze University Groningen, Department of Rehabilitation Recovery F What do Social Work and Nursing students need to know about Recovery(processes)? F What do we have to put into the curricula and how?

Hanze University Groningen, Department of Rehabilitation 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

Hanze University Groningen, Department of Rehabilitation Discussion / exercise What and How is the role of people with psychiatric disabilities in PSR and MH Education in connection with Recovery?

Hanze University Groningen, Department of Rehabilitation 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

Hanze University Groningen, Department of Rehabilitation Recovery competencies in New Zealand F 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.

Hanze University Groningen, Department of Rehabilitation Outcome of analysis There 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.

Hanze University Groningen, Department of Rehabilitation Recovery Education The primary purpose of this paper is to provide educators with guidance on the inclusion of recovery content in the courses they run for mental health workers. It does this by outlining the recovery-based competencies that need to be reflected in training standards and curricula, and by providing a comprehensive list of resources to support the teaching and learning of the recovery-based competencies. The material in this resource is designed to sit alongside existing professional and clinical

Hanze University Groningen, Department of Rehabilitation 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 peoples 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.

Hanze University Groningen, Department of Rehabilitation Recovery Competencies Major categories 1 A competent mental health worker: F 1. understands recovery principles and experiences in the Aotearoa/NZ and international contexts F 2. recognises and supports the personal resourcefulness of people with mental illness F 3. understands and accommodates the diverse views on mental illness, treatments, services and recovery F 4. has the self-awareness and skills to communicate respectfully and develop good relationships with service users F 5. understands and actively protects service users rights

Hanze University Groningen, Department of Rehabilitation Recovery Competencies Major categories 2 A competent mental health worker: F 6. understands discrimination and social exclusion, its impact on service users and how to reduce it F 7. acknowledges the different cultures of Aotearoa/NZ and knows how to provide a service in partnership with them F 8. has comprehensive knowledge of community services and resources and actively supports service users to use them F 9. has knowledge of the service user movement and is able to support their participation in services F 10. has knowledge of family/whanau perspectives and is able to support their participation in services.

Hanze University Groningen, Department of Rehabilitation Recovery Competencies Major categories 2 A competent mental health worker recognises and supports the personal resourcefulness of people with mental illness

Hanze University Groningen, Department of Rehabilitation 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

Hanze University Groningen, Department of Rehabilitation Recovery Competencies Examples 2.1 They demonstrate knowledge of human resilience and strength and knowledge of how to facilitate it For example, they demonstrate: a) familiarity with the concept of resilience and strength in contrast to deficits-based approaches b) 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 lives b) ability to support people self-advocate and know their rights c) ability to support people to develop hope and optimism d) ability to support people to cope and use problem solving skills e) ability to support people in deciding what they want out of life.

Hanze University Groningen, Department of Rehabilitation Recovery Competencies Teaching Resource Kit

Hanze University Groningen, Department of Rehabilitation 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.

Hanze University Groningen, Department of Rehabilitation Content TRK Per 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

Hanze University Groningen, Department of Rehabilitation Example Class Activity Competency 2.1 Objective: To demonstrate understanding of ones own personal resilience Materials required Activity

Hanze University Groningen, Department of Rehabilitation QUESTIONS & DISCUSSION

Hanze University Groningen, Department of Rehabilitation Thank you very much for your attention and participation & Take CaRe CAsemanagement & REhabilitation Lies Korevaar