[article] 
inThe British Journal of Occupational Therapy > Vol. 82 Issue 11 (Novembre 2019) . - p. 675-684

Titre :	Capabilities for recovery-oriented practice in mental health occupational therapy: A thematic analysis of lived experience perspectives
Type de document :	texte imprimé
Auteurs :	Karen Arblaster ; Lynette Mackenzie ; Katherine Gill ; Karen Willis ; Lynda Matthews
Année de publication :	2019
Article en page(s) :	p. 675-684
Note générale :	doi.org/10.1177/0308022619866129
Langues :	Anglais (eng)
Mots-clés :	Recovery-oriented practice  thematic analysis  mental health  community-based participatory research  occupational therapy  education
Résumé :	Introduction Recovery in mental health is both a policy imperative and a contested concept with individual and systemic elements. Occupational therapy research and pre-registration education have not engaged in a substantial way with these ideas, raising questions about how well graduates are equipped for real world practice. We aimed to address this gap by developing lived experience informed recovery-oriented capabilities to inform occupational therapy practice and pre-registration curricula. Method A participatory qualitative approach guided by a consumer reference group was adopted. In-depth interviews were conducted with 16 mental health consumers, wherever possible with a lived experience co-interviewer. Interviews were audio recorded, transcribed verbatim and analysed using thematic analysis. Findings Three core capabilities were developed: knowing, comprising five types of knowledge; doing, focused on three key areas of action in practice; and being/becoming, emphasising the lifelong learning journey of becoming a recovery-oriented practitioner who can ‘be’ in authentic partnerships with consumers to support recovery. Conclusion These lived experience-informed capabilities offer new areas of focus for pre-registration education, practice and research. A need to engage with systemic factors, build students’ capacity for critical thinking about power and structural inequality, and integration of knowledge frameworks through participatory research is suggested.
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[article] Capabilities for recovery-oriented practice in mental health occupational therapy: A thematic analysis of lived experience perspectives [texte imprimé] / Karen Arblaster ; Lynette Mackenzie ; Katherine Gill ; Karen Willis ; Lynda Matthews . - 2019 . - p. 675-684.
doi.org/10.1177/0308022619866129
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 82 Issue 11 (Novembre 2019) . - p. 675-684

Mots-clés :	Recovery-oriented practice  thematic analysis  mental health  community-based participatory research  occupational therapy  education
Résumé :	Introduction Recovery in mental health is both a policy imperative and a contested concept with individual and systemic elements. Occupational therapy research and pre-registration education have not engaged in a substantial way with these ideas, raising questions about how well graduates are equipped for real world practice. We aimed to address this gap by developing lived experience informed recovery-oriented capabilities to inform occupational therapy practice and pre-registration curricula. Method A participatory qualitative approach guided by a consumer reference group was adopted. In-depth interviews were conducted with 16 mental health consumers, wherever possible with a lived experience co-interviewer. Interviews were audio recorded, transcribed verbatim and analysed using thematic analysis. Findings Three core capabilities were developed: knowing, comprising five types of knowledge; doing, focused on three key areas of action in practice; and being/becoming, emphasising the lifelong learning journey of becoming a recovery-oriented practitioner who can ‘be’ in authentic partnerships with consumers to support recovery. Conclusion These lived experience-informed capabilities offer new areas of focus for pre-registration education, practice and research. A need to engage with systemic factors, build students’ capacity for critical thinking about power and structural inequality, and integration of knowledge frameworks through participatory research is suggested.
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