The role of recovery colleges in supporting personal goal achievement

Sommer, J; Gill, KH; Stein-Parbury, J; Cronin, P; Katsifis, V

The role of recovery colleges in supporting personal goal achievement

Sommer, J Gill, KH Stein-Parbury, J Cronin, P

Katsifis, V

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Publication Type:: Journal Article
Citation:: Psychiatric rehabilitation journal, 2019, 42 (4), pp. 394 - 400
Issue Date:: 2019-12-01

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Field	Value	Language
dc.contributor.author	Sommer, J	en_US
dc.contributor.author	Gill, KH	en_US
dc.contributor.author	Stein-Parbury, J	en_US
dc.contributor.author	Cronin, P https://orcid.org/0000-0003-4422-7760	en_US
dc.contributor.author	Katsifis, V	en_US
dc.date.accessioned	2020-04-05T23:17:20Z
dc.date.available	2020-04-05T23:17:20Z
dc.date.issued	2019-12-01	en_US
dc.identifier.citation	Psychiatric rehabilitation journal, 2019, 42 (4), pp. 394 - 400	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139806
dc.description.abstract	OBJECTIVE: This study examined the types of goals set, the degree to which goals were achieved, and the factors influencing goal attainment for participants in a Recovery College, a recovery-based mental health education program that uses peer learning advisors to facilitate individual student learning plans. METHOD: Students of the Recovery College set baseline goals that were rated in terms of importance and difficulty in line with the Goal Attainment Scale (GAS) framework and reviewed at follow-up points. Goals were reviewed to determine areas of priority and an analysis of goal attainment was conducted using multinomial logit regression analysis. RESULTS: Sixty-four students recorded their goals. The most common goal areas identified related to education, socialization, physical health, mental health, and employment. Seventy percent of goals were fully or partially achieved with goals rated as having a lower difficulty more likely to be achieved. CONCLUSION AND IMPLICATIONS FOR PRACTICE: Recovery College is a program model that can effectively support personal goal achievement, a recommended indicator of personal recovery and program success. The GAS proved to be a useful instrument for measuring goal setting and attainment in students' recovery journeys and peer learning advisors were effective in facilitating this process. The setting and achievement of physical health goals is of clinical significance. (PsycINFO Database Record (c) 2019 APA, all rights reserved).	en_US
dc.relation.ispartof	Psychiatric rehabilitation journal	en_US
dc.relation.isbasedon	10.1037/prj0000373	en_US
dc.subject.classification	Psychiatry	en_US
dc.title	The role of recovery colleges in supporting personal goal achievement	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	42	en_US
utslib.for	1103 Clinical Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Strength - CHERE - Centre for Health Economics Research and Evaluation
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	42	en_US

Abstract:

OBJECTIVE: This study examined the types of goals set, the degree to which goals were achieved, and the factors influencing goal attainment for participants in a Recovery College, a recovery-based mental health education program that uses peer learning advisors to facilitate individual student learning plans. METHOD: Students of the Recovery College set baseline goals that were rated in terms of importance and difficulty in line with the Goal Attainment Scale (GAS) framework and reviewed at follow-up points. Goals were reviewed to determine areas of priority and an analysis of goal attainment was conducted using multinomial logit regression analysis. RESULTS: Sixty-four students recorded their goals. The most common goal areas identified related to education, socialization, physical health, mental health, and employment. Seventy percent of goals were fully or partially achieved with goals rated as having a lower difficulty more likely to be achieved. CONCLUSION AND IMPLICATIONS FOR PRACTICE: Recovery College is a program model that can effectively support personal goal achievement, a recommended indicator of personal recovery and program success. The GAS proved to be a useful instrument for measuring goal setting and attainment in students' recovery journeys and peer learning advisors were effective in facilitating this process. The setting and achievement of physical health goals is of clinical significance. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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http://hdl.handle.net/10453/139806