Knowledge complementarity in Recovery College: a qualitative study in Québec and Lombardy

Martine VALLARINO1,2,3, Catherine BRIAND2,3, Anick SAUVAGEAU2,3, Gianpaolo SCARSATO4, Paolo CACCIANI4, Antonio VITA4,5

1University of Pavia, Pavia, Italy
2Université du Québec à Trois-Rivières, Trois-Rivières, Canada
3CRIUSMM, Montréal, Canada
4 ASST Spedali Civili of Brescia, Brescia, Italy
5University of Brescia, Brescia, Italy

Introduction

The English Recovery College model has spread widely in recent years (Perkins et al., 2017; Hayes et al., 2023). The distinctive feature of the RC model is its emphasis on the complementarity of experiential, clinical and theoretical knowledge. Within each of training courses, the various types of knowledge are embodied by trainers and learners with diverse profiles (people living with mental illness, family members, practitioners, healthcare professionals, managers, citizens). Training of trainers has a crucial role in fostering the knowledge complementarity by modeling roles and co-production approach of trainers. A recent qualitative study in Québec points that continuous training and tools are required to effectively support knowledge complementary work. The purpose of the present study is to explore issues and challenges faced by trainers, by comparing the experiences of two Recovery Colleges, one in the Canadian province of Québec, and one in the Italian city of Brescia, in the Lombardy region.

 

Methods

Two focus groups were conducted, one in Québec and one in Brescia. Participants were recruited among different Recovery college stakeholders (i.e. trainers, supervisors, learners, etc.). Focus groups’ transcripts were analyzed using thematic analysis.

 

Results

The results of the Québec qualitative pilot study identify «normal» areas of tension in knowledge complementary work. The results confirm the importance of training trainers jointly, regardless of their previous background, and equipping them to constantly fulfill their role as facilitators of integrated knowledge. It is expected that the results point to the identification of common issues and strategies to support trainers’ work even more effectively.



Discussion

Training of trainers is a crucial process to ensure complementarity of knowledge, which is a core element of the Recovery College model. This process involves challenges that must be addressed and managed using specific tools that promote collaboration and reflective practice.