Transformative recovery college applies an innovative approach in helping people with challenging mental health experience
06.09.2019

Innovative methodology includes learners in meaning-making

“The change is in the simple things like finding laughter again, doing family shopping, going back to work, being part of a group where once they were hermits.” – says Alice McDonnel about the impact of “Self-care and well-being” project, which participated in Grundtvig Award 2019 on Life Skills, on the participants. The idea of the initiative is underpinned by principles of co-production, mutual trust, and empathy. In the following interview, Alice tells more about the experience.

What is the main idea of the initiative?

“The Transformative Recovery College is a community-based service that takes an educational rather than a clinical or rehabilitation approach to improving mental health. The project addresses the needs of individuals who experience mental health challenges to deal with social isolation and build their self-management skills. The project emphasizes the importance of empathy and compassion in helping yourself and others in order to lead a fulfilling and happy life.”

How did the project foster the life skills approach?

“Adult education principles and the use of co‐production are foundational to recovery colleges: an individual with experiences of mental health problems can be engaged in designing and delivering courses and not all of those participating in such courses will have a psychiatric or mental health diagnosis. Prevention and management of illness, understanding and supporting someone with an illness are all vital components of life skills. The College focuses on strengths rather than weaknesses. Each person develops their own goals and learning plan as guide and support to their journey in learning and life.”

The project took part in adult learning festival EveryDayImLearning by AONTAS

What was the best practice learnt from this project that you want to share?
“With our practice, we achieved a range of outcomes. Most importantly, we build our work on equality in collaboration and co-production of education programmes, decision making, and management of the service. The Transformative Recovery College is offering a very different community lead project in contrast to the clinical and public health service model. Recovery education is evidence-based and once students are engaged they become enthusiastic advocates of the learning process. The impact on individual, family and community lives are very much personal and life-changing. The change is in the simple things like finding laughter again, doing family shopping, going back to work, being part of a group where once they were hermits.”

Self-care and Well-being

Category: National projects
Coordinator: Transformative Recovery College
Country: the United Kingdom
Focus: Transformative learning
Life Skills approach: strengthening self-management, empathy, and compassion
Resources: website

Text: Aizhana KhasanovaPhotos: Transformative Recovery College

22.03.2023 Education in emergencies

EAEA calls for international solidarity to support the people affected by the earthquakes in Turkey and Syria

EAEA stands in solidarity with all the people affected by the devastating earthquakes in Turkey and Syria, calling on the international community to deliver consistent relief and recovery aid for these communities. Adult education is a fundamental brick of our society and will give an invaluable contribution to rebuild the affected communities.

16.03.2023 Bildung

Broader purposed, holistic learning is needed now more than ever

The ongoing European Year of Skills has put skills and the surrounding discussion into the spotlight. The new paper “Basic skills and Bildung” proposes that we should adopt a more holistic understanding of basic skills and rethink the teaching and learning approaches.

14.03.2023 inclusion

Taking steps towards safe spaces for adult learning: co-creating the SAFE Board Game

In February we had a workshop with members of the European civil society in Brussels in order to start with the co-creation stage of the SAFE Board Game. The participants agreed that a safe learning space is not just a place but is essentially how we create relationships that are self-reflective and inclusive.