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<p>Recovery Colleges offer an innovative educational model focused on collaborative learning, emphasizing the lived experiences of individuals facing mental health challenges. The Recovery College Guetersloh-OWL (RC GT-OWL) exemplifies this approach, supporting and empowering participants through collective learning to enhance their mental well-being. This study aims to explore the subjective experiences and perceived value of participating in RC GT-OWL programs, with particular attention to their influence on students’ knowledge acquisition and individual recovery journeys. Forty-four students (N = 44) who engaged in RC GT-OWL courses participated in this study. Data collection involved an online survey informed by a modified version of the RECOLLECT Fidelity Measure, adapted and translated using Beaton et al.’s framework. Findings highlight RC GT-OWL’s role in fostering meaningful interpersonal relationships within and beyond the college setting. Participation was associated with personal growth, increased self-awareness, and significant contributions to students’ recovery processes. This study underscores the potential of recovery colleges to support mental health recovery through educational, peer-driven models. Continued research is recommended to further understand the mechanisms by which educational interventions, such as those implemented in recovery colleges, foster sustainable recovery and personal development.</p>

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Examining Recovery College Experiences: Perspectives on Learning and Personal Growth from an Online Survey

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年1月8日

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  • Jared Omundo,
  • Simon A. Stiehl,
  • Michael Schulz,
  • Andrea Zingsheim,
  • Susanne Schmedthenke,
  • Michael Löhr,
  • Klaus-Thomas Kronmüller

摘要

Recovery Colleges offer an innovative educational model focused on collaborative learning, emphasizing the lived experiences of individuals facing mental health challenges. The Recovery College Guetersloh-OWL (RC GT-OWL) exemplifies this approach, supporting and empowering participants through collective learning to enhance their mental well-being. This study aims to explore the subjective experiences and perceived value of participating in RC GT-OWL programs, with particular attention to their influence on students’ knowledge acquisition and individual recovery journeys. Forty-four students (N = 44) who engaged in RC GT-OWL courses participated in this study. Data collection involved an online survey informed by a modified version of the RECOLLECT Fidelity Measure, adapted and translated using Beaton et al.’s framework. Findings highlight RC GT-OWL’s role in fostering meaningful interpersonal relationships within and beyond the college setting. Participation was associated with personal growth, increased self-awareness, and significant contributions to students’ recovery processes. This study underscores the potential of recovery colleges to support mental health recovery through educational, peer-driven models. Continued research is recommended to further understand the mechanisms by which educational interventions, such as those implemented in recovery colleges, foster sustainable recovery and personal development.