Evidence map›Paper›PMID 40599228›Full record

ArticleFrontiers in psychiatry2025

The content of Recovery College courses in England: a 71 college document analysis.

Simran Kaur Takhi, Holly Hunter Brown, Amy Ronaldson, Vanessa Lawrence, Merly McPhilbin, Benjamin Rose Ingall, Riddhi Daryanani, Jonathan Simpson, Tesnime Jebara, Simon Lawrence and 14 more

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Article in Frontiers in psychiatry, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

24 authors.

Simran Kaur TakhiSchool of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, United Kingdom.
Holly Hunter BrownHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Amy RonaldsonHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Vanessa LawrenceHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Merly McPhilbinHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Benjamin Rose IngallHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Riddhi DaryananiHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Jonathan SimpsonHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Tesnime JebaraHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Simon LawrenceHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Agnieszka KapkaHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Yasuhiro KoteraSchool of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, United Kingdom.
Danielle DunnettHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Daniel HayesResearch Department of Behavioural Science and Health, Institute of Epidemiology and Health Care, University College London, London, United Kingdom.
Katy StepanianHealth Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Caroline Fox YeoBuildings, Energy & Environment Research Group, Department of Architecture & Built Environment, University of Nottingham, Nottingham, United Kingdom.
Sara MeddingsImroc Head Office, Nottingham, United Kingdom.
Jane RennisonImroc Head Office, Nottingham, United Kingdom.
Katherine BarrettRECOLLECT Lived Experience Advisory Panel (LEAP), King's College London, London, United Kingdom.
Jason Grant RowlesRECOLLECT Lived Experience Advisory Panel (LEAP), King's College London, London, United Kingdom.
Yuki MiyamotoDepartment of Psychiatric Nursing, Graduate School of Medicine, The University of Tokyo, Bunkyo-Ku, Tokyo, Japan.
Hans KroonTranzo Scientific Center for Care and Well-being, School of Social and Behavioural Sciences, Tilburg University, Tilburg, Netherlands.
Claire Henderson *Health Service and Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, United Kingdom.
Mike Slade *School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, United Kingdom.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: 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. Method: 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. Results: 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. Conclusions: 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.

Indexed as

course contentdocument analysisfidelity measureinductive content analysisRecovery college

Identifiers

PMID40599228
PMCPMC12209312

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.